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    1. Courses
    2. [TEA-T5] HFC3M Food and Culture by Mr. T. Greiling (2024-25 T5)
    • WELCOME!

      This course focuses on the flavors, aromas, cooking techniques, foods, and cultural traditions of world cuisines. Students will explore the origins of and developments in diverse food traditions. They will demonstrate the ability to cook with ingredients and equipment from a variety of cultures, compare food-related etiquette in many countries and cultures, and explain how Canadian food choices and traditions have been influenced by other cultures. Students will develop practical skills and apply social science research methods while investigating foods and food practices from around the world.

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    • COURSE ORIENTATION
      COURSE ORIENTATION
    • COURSE AGREEMENT
      COURSE AGREEMENT

      COURSE AGREEMENT

      Students must read and agree to the following procedures and policies before starting the course.

    • Day 1 - Introduction
      Day 1 - Introduction

      Day 1 - Introduction

      Add a Pre-Learning Assessment (Quiz/Assignment) (FOR) in this section.

    • MIDTERM
      MIDTERM
    • Unit 1 - Kitchen Fundamentals (# 18 Hours)

      GOALS: By the end of this unit you will be able to (1) Explain how preparing food in a safe manner is important to prevent kitchen accidents and food-borne illnesses(2) Demonstrate how recipes should be followed carefully to ensure a high-quality product
      Unit 1 - Kitchen Fundamentals (# 18 Hours)
        •  Unit 1 Plan File

          Unit Title: Kitchen Fundamentals
          Time Hours: 18 hours

          Topics:

          L1: Kitchen Safety

          L2: Food Safety

          L3: Food Preparation Skills

          L4: Kitchen Literacy and Numeracy

          L5: Food Labeling

          L6: Meal Planning & Management

          Overall Expectations:

          A. RESEARCH AND INQUIRY SKILLS

          A1. Exploring: explore topics related to food and culture, and formulate questions to guide their research; A2. Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods; A3. Processing Information: assess, record, analyze, and synthesize information gathered through research and inquiry; A4. 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;

          B. CULTURE, FOODS, AND FOOD PRACTICES

          B1. Food Choices: demonstrate an understanding of the factors that influence food choices, with reference to a variety of cultures; B3. Culture and Food Habits: demonstrate an understanding of the influence of culture on how people obtain, prepare, serve, and consume food;

          D. FOOD-PREPARATION SKILLS

          D1. Kitchen Safety: demonstrate an understanding of practices that ensure or enhance kitchen safety; D2. Food Safety: demonstrate an understanding of practices that ensure or enhance food safety; D3. Food Preparation: demonstrate skills used in food preparation in various countries/cultures; D4. Kitchen Literacy and Numeracy: demonstrate the literacy and numeracy skills required in food preparation.

          Unit Goals:

          (1) Explain how preparing food in a safe manner is important to prevent kitchen accidents and food-bourne illnesses

          (2) Demonstrate how recipes should be followed carefully to ensure a high-quality product


        •  Unit 1- Culminating Assignment - Evaluating Safety in the Kitchen

          Using what you have learned over the course of Unit 1, you will prepare a visual info-graphic on a selected topic of Kitchen Safety. Then you will write a 1-2 page report summarizing your learning.  

          PLEASE NOTE THE FOLLOWING:

          1. This course is a social science. Social Science is a branch of science that studies human societies and the relationships created within these societies. This includes the political, social, economic, and cultural aspects of society. 

          2. When writing a research paper in the SOCIAL SCIENCES you must adhere to the rules of APA format. The APA style allows you to organize your paper and list your references effectively. 


    • Lesson #1.1-Kitchen Safety
      Lesson #1.1-Kitchen Safety

      Lesson #1.1-Kitchen Safety

      Learning Goals: By the end of this lesson you will be able to(1) Explain ways to safely use, maintain, clean, and store tools and equipment used in food preparation(2) Identify and demonstrate kitchen safety practices(3) Discuss and create a plan to stay safe in the kitchen

    • Lesson 1.2-Food Safety
      Lesson 1.2-Food Safety

      Lesson 1.2-Food Safety

      Learning Goals: By the end of this lesson you will be able to(1) Understand the basic elements of food safety(2) Discuss how food safety knowledge is an employability skill(3) Identify and demonstrate safe food-handling practices, including sanitary methods and proper food storage

    • Lesson 1.3 - Food Preparation Skills
      Lesson 1.3 - Food Preparation Skills

      Lesson 1.3 - Food Preparation Skills

      Learning Goals: By the end of this lesson you will be able to(1) Identify, select, and effectively use appropriate kitchen tools to plan and prepare meals(2) Identify and select appropriate food-preparation techniques(3) Build confidence and fundamental practical skills in food preparation(4) Describe how preparation and cooking affects the sensory and nutritional properties of food

    • Lesson 1.4 - Kitchen Literacy & Numeracy
      Lesson 1.4 - Kitchen Literacy & Numeracy

      Lesson 1.4 - Kitchen Literacy & Numeracy

      Learning Goals: By the end of this lesson you will be able to(1) Use mathematical skills accurately in meal planning and recipe changes(2) Understand how to follow a recipe, make substitutions, and alter portions as necessary(3)Identify and describe the useful information available in cookbooks

    • Lesson 1.5 - Food Labelling
      Lesson 1.5 - Food Labelling

      Lesson 1.5 - Food Labelling

      Learning Goals: By the end of this lesson you will be able to(1) Demonstrate an understanding of Canada’s food-grading practices and food-labeling regulations and terms(2) Describe organic foods and explain their increased availability(3) Explain how to use this information to make informed food choices

    • Lesson 1.6 - Meal Planning & Management
      Lesson 1.6 - Meal Planning & Management

      Lesson 1.6 - Meal Planning & Management

      Learning Goals: By the end of this lesson you will be able to(1) Analyze the food needs of individuals of different ages(2) Demonstrate an understanding that providing for the food needs of family members can influence family relationships(3) Identify ways to plan meals that address factors such as nutritional needs, age, likes and dislikes, activity levels, special diets, and money and effort

    • Unit 2 - Food Influences (# 18 Hours)

      Unit Title: Food InfluencesTime Hours: 18 hours Topics:L1: Influences on Food ChoicesL2: The Effects of Childhood Eating PatternsL3: Food GuidesL4: Food MarketingL5: Consumer AwarenessL6: Food AdditivesOverall Expectations:A1. Exploring: explore topics related to food and culture, and formulate questions to guide their research; A2. Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods; A3. Processing Information: assess, record, analyze, and synthesize information gathered through research and inquiry; A4. Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skillsUnit Goals:(1) Identify consumer responsibilities in the exploration of current food issues(2) Use appropriate food guides or other material to plan nutritionally adequate meals
      Unit 2 - Food Influences (# 18 Hours)
        •  Unit 2 Plan File
        •  Unit 2 Quiz

          Due 

    • Lesson 2.1- Food Choices
      Lesson 2.1- Food Choices

      Lesson 2.1- Food Choices

      Learning Goals: By the end of this lesson you will be able to(1) Categorize the reasons people eat the foods they eat(2) Discuss how food plays an important role in all people’s lives(3) Explain the relationship between geography and the foods available in a country(4) Identify the factors that influence food choices in Canada and the world

    • Lesson 2.2-Childhood Eating Patterns
      Lesson 2.2-Childhood Eating Patterns

      Lesson 2.2-Childhood Eating Patterns

      Learning Goals: By the end of this lesson you will be able to(1) Discuss the effect of early childhood eating habits on current eating patterns and nutritional well-being throughout life(2) Explain how adult modelling impacts childhood eating patterns(3) Describe obesity and identify risk factors and consequences(4) Identify and explain the benefits of healthy eating patterns

    • Lesson 2.3- Food Guides
      Lesson 2.3- Food Guides

      Lesson 2.3- Food Guides

      Learning Goals: By the end of this lesson you will be able to(1) Identify important information on the nutritional status of Canadians and determine personal nutrient intake(2) Explain the purpose of food guidelines(3) Identify the similarities and differences found in Food Guides from around the world(4) Use appropriate food guides or other material to plan nutritionally adequate meals

    • Lesson 2.4 - Food Marketing and Advertising
      Lesson 2.4 - Food Marketing and Advertising

      Lesson 2.4 - Food Marketing and Advertising

      Learning Goals: By the end of this lesson you will be able to(1) Describe how marketing and advertising influences an individual’s food choices and habits (2) Investigate current food marketing techniques directed at different age groups(3) Examine the relationship between consumer awareness and food marketing

    • Lesson 2.5 - The Pros & Cons of Food Additives
      Lesson 2.5 - The Pros & Cons of Food Additives

      Lesson 2.5 - The Pros & Cons of Food Additives

      Learning Goals: By the end of this lesson you will be able to(1) Develop knowledge of the use and functions of food additives(2) Identify foods that do contain additives and those that do not(3) Recognize the positives and negatives of using additives in food

    • Lesson 2.6- Consumer Awareness Skills
      Lesson 2.6- Consumer Awareness Skills

      Lesson 2.6- Consumer Awareness Skills

      Learning Goals: By the end of this lesson you will be able to(1) Examine the relationship between consumer awareness and food marketing(2) Demonstrate an understanding of food advertising and marketing strategies and their impact on food purchases

    • Unit 3 -Nutrition, Health, and Well-Being

      Unit Title: Nutrition, Health, and Well-BeingTime Hours: 12 hoursTopics:L1: Nutrient WiseL2: Nutrition & the Life CycleL3: Personal Eating HabitsL4: Diet, Lifestyle, & HealthOverall Expectations:A1. Exploring: explore topics related to food and culture, and formulate questions to guide their research;A2. Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;A3. Processing Information: assess, record, analyze, and synthesize information gathered through research and inquiry;A4. 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;B1. Food Choices: demonstrate an understanding of the factors that influence food choices, with reference to a variety of cultures;B2. Food Guidelines: demonstrate an understanding of the key recommendations in Canada’s Food Guide and the food and nutrition guidelines of other countries;B3. Culture and Food Habits: demonstrate an understanding of the influence of culture on how people obtain, prepare, serve, and consume food;C2. Sources of Foods: demonstrate an understanding of the sources of foods eaten in Canada and in various other countries/cultures;
      Unit 3 -Nutrition, Health, and Well-Being
        •  Unit 3 Quiz: Nutrition, Health and Wellbeing
    • Lesson 3.1 - Nutrient Wise
      Lesson 3.1 - Nutrient Wise

      Lesson 3.1 - Nutrient Wise

      Learning Goals: By the end of this lesson you will be able to- Identify nutrients, and their sources, required for maintaining health and at different stages of the life cycle - Explain how digestion breaks down the foods we consume - Correctly use food and nutrition terminology

    • Lesson 3.2 - Nutrition and the Life Cycle
      Lesson 3.2 - Nutrition and the Life Cycle

      Lesson 3.2 - Nutrition and the Life Cycle

      Learning Goals: By the end of this lesson you will be able to(1) Recognize the nutritional guidelines for individuals over the life cycle (2) Explain why certain nutrients are required in greater amounts during each stage of the life cycle (3) Analyze the correlation between proper nutrition and the growth and development of individuals

    • Lesson 3.3 - Personal Eating Habits
      Lesson 3.3 - Personal Eating Habits

      Lesson 3.3 - Personal Eating Habits

      Learning Goals: By the end of this lesson you will be able to- Analyze the relationship between eating breakfast and school performance and attitudes- Describe the effect of food habits on physical, emotional, and psychological well-being- Evaluate personal eating habits

    • Lesson 3.4 - Diet, Lifestyle, & Health
      Lesson 3.4 - Diet, Lifestyle, & Health

      Lesson 3.4 - Diet, Lifestyle, & Health

      Learning Goals: By the end of this lesson you will be able toIdentify different types of dietary regimes and the reasons behind these dietary choicesDemonstrate knowledge of illness and recovery guidelines and explain the role of food in the promotion of a healthy lifestyle

    • Unit 4 - The Food System

      Unit Description and Learning Goal(1) Follow the journey of a food item through the supply chain(2) Explore relationships among food, health, society and the environment(3) Explain why studying the food system is important
      Unit 4 - The Food System
        •  Unit 4 Plan-The Food System File
        •  Unit 4 Quiz: Food system
    • Lesson 4.1 - Introduction to the Food System
      Lesson 4.1 - Introduction to the Food System

      Lesson 4.1 - Introduction to the Food System

      Today's To-Do-List: 1. Read Powerpoint, get to know 1) Identify and describe the steps in the food system, 2) Explain the activities that occur at the various steps in the food system, 3) how various people participate in the food system. 2. Post on the discussion topic, by the end of the class, I will pick 3 students to share.

    • Lesson 4.2 & 4.3- Farmers and Factories & Consumers and Communities
      Lesson 4.2 & 4.3- Farmers and Factories & Consumers and Communities

      Lesson 4.2 & 4.3- Farmers and Factories & Consumers and Communities

      Today's To-Do List: 1. Read Lesson 4.2 Powerpoint, be able to 1) Explain how food crops and food animals are grown in industrial agriculture; 2) Describe and analyze the impacts of industrial crop production on ecosystems and human health; 3) Identify ways to mitigate the negative impacts of Industrial Farm Animal Production or move to alternative forms of production; 4) Identify and describe a food environment; 5) Analyze how food environments influence food choices; 6) Explain why food waste is a problem. 2. Work on Forum3. Complete Lesson 4.2 Study Questions.

    • Lesson 4.4 - Trends and Challenges in the Food System
      Lesson 4.4 - Trends and Challenges in the Food System

      Lesson 4.4 - Trends and Challenges in the Food System

      Learning Goals: By the end of this lesson you will be able to- Demonstrate an understanding of how agriculture and food systems are influenced by globalization- Discuss the environmental and socio-economic impacts of a globalized agricultural system- Describe the relationship between climate change and the food system

    • Unit 5 - Food Diversity

      Unit Description and Learning Goal:(1) Identify the foods eaten in Canada that have their origins from around the world (2) Explain how culture influences how people obtain, prepare, serve and consume food (3) Identify and describe how some foods take different forms around the world
      Unit 5 - Food Diversity
        •  Unit 5 Plan-Food Diversity File
    • Lesson 5.1 & 5.2 - Staples Foods & Diversity in Food
      Lesson 5.1 & 5.2 - Staples Foods & Diversity in Food

      Lesson 5.1 & 5.2 - Staples Foods & Diversity in Food

      Learning Goals: By the end of this lesson you will be able to(1) Describe how staple foods form the basis of our food choices, and vary from culture to culture(2) Identify and describe a range of foods form around the world(3) Describe how staple foods have affected the Western world(4) Describe how different cultures contribute their own food customs and preparation techniques to international cuisine to make it interesting(5) Describe the foods, traditions, and religious dietary laws of different cultures

    • Lesson 5.3-Dinning & Etiquette Patterns Around the World
      Lesson 5.3-Dinning & Etiquette Patterns Around the World

      Lesson 5.3-Dinning & Etiquette Patterns Around the World

      Learning Goals: By the end of this lesson you will be able toDiscuss the dos and don’ts of table manners around the worldDiscuss some of the dinning specialties of various countries

    • Lesson 5.4 & 5.5-World Cuisines and Culinary Tourism
      Lesson 5.4 & 5.5-World Cuisines and Culinary Tourism

      Lesson 5.4 & 5.5-World Cuisines and Culinary Tourism

      Learning Goals: By the end of this lesson you will be able to(1) Identify the components of a cuisine(2) Describe a selection of the wide variety of tastes and food preferences displayed by societies around the world(3) Demonstrate an understanding of the scientific principles of a variety of types of food preparation(4) Understand how destinations around the globe are developing food-themed travel products and promotions in order to increase their tourism(5) Determine how food tourism is a way to share stories, form relationships, and build communities by providing an authentic taste of a place while contributing to a sustainable world economy

    • Final Evaluation (30%)
      Final Evaluation (30%)
    • Counsellor and Course Evaluation
      Counsellor and Course Evaluation
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