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- COURSE AGREEMENT
COURSE AGREEMENT
Students must read and agree to the following procedures and policies before starting the course.
- COURSE LEARNING COMMUNITY
COURSE LEARNING COMMUNITY
Add a Pre-Learning Assessment (Quiz/Assignment) (FOR) in this section.
- Unit Description and Learning Goal:This unit focuses mainly on Safety and Food preparation in the kitchen.Overall expectations:E1. Kitchen Safety: demonstrate an understanding of practices that ensure or enhance kitchen safety; E2. Food Safety: demonstrate an understanding of practices that ensure or enhance food safety; E3. Food Preparation: demonstrate skills needed in food preparation.Submission Format: PDF (include your name, date, and assignment title); Double spaced, Times New Roman, 12 pt font.Get help from this website to convert a doc file to a pdf file.https://www.ilovepdf.com/
Curriculum Expectation:
A3.1, A3.4, A4.1, A4.3, E2.1
Objective:
In this assignment, you will work in groups of 2-4 to act as Public Health workers visiting a high school to present information about a bacteria, virus, or fungi related to foodborne illness. Your task is to create a 5-10 minutes slideshow presentation and a brochure containing comprehensive information about your chosen pathogen.Submission Guidelines:
Group Submission: The slide show presentation and brochure must be submitted digitally before the presentation date.
Individual Submission: Self-evaluation and peer evaluation should be submitted individually after the group presentation.
Important Dates:
Group Formation: Thursday, May 9, 2024
Submission Deadline: AM class - 11:59pm Monday, May 13, 2024
Presentation Date: Tuesday, May 14, 2024
Check Points: Friday, May 10, 2024 and Monday, May 13, 2024
- Unit#1: Online QuizDate: Friday, May 10, 2024
Length: 45 minutes
Total: 25 marks
Topic: Kitchen Safety, Food Safety, Hand Washing, Food borne Illness, Food Allergy, and Food Intolerances
Quiz Break Down and Scoring:
10 Multiple Choice Questions (Knowledge) - 1 mark each
5 True or False Questions (Thinking) - 1 mark each
2 Short Answer Questions (Communication) - 2 marks each
2 Scenario Questions (Application) - 3 marks each
Good Luck!Restricted Not available unless:- You belong to a group in HFA4U-AM
- You belong to a group in HFA4U-Online
- Date: Monday, May 13
, 2024
Length: 45 minutes
Total: 25 marks
Topic: Kitchen Safety, Food Safety, Hand Washing, Food borne Illness, Food Allergy, and Food Intolerances
Quiz Break Down and Scoring:
10 Multiple Choice Questions (Knowledge) - 1 mark each
5 True or False Questions (Thinking) - 1 mark each
2 Short Answer Questions (Communication) - 2 marks each
2 Scenario Questions (Application) - 3 marks each
Good Luck! - Unit#1: PM Online QuizDate: Friday, May 10, 2024
Length: 45 minutes
Total: 25 marks
Topic: Kitchen Safety, Food Safety, Hand Washing, Food borne Illness, Food Allergy, and Food Intolerances
Quiz Break Down and Scoring:
10 Multiple Choice Questions (Knowledge) - 1 mark each
5 True or False Questions (Thinking) - 1 mark each
2 Short Answer Questions (Communication) - 2 marks each
2 Scenario Questions (Application) - 3 marks each
Good Luck!Restricted Not available unless:- You belong to HFA4U-PM
- You belong to a group in HFA4U-PM
- Lesson 1.1: Food and Kitchen Safety
Lesson 1.1: Food and Kitchen Safety
Learning Goals: By the end of this lesson you will be able todescribe common accidents that can occur in the kitchen (e.g., cuts, burns, fires, falls, poisoning, electric shocks) demonstrate an understanding of safe practices within the food-preparation area (e.g., safely handle hot foods; prevent spatters, scalds, and cuts; wipe up spills immediately) demonstrate an understanding of appropriate emergency responses to common accidents associated with food preparation (e.g., cuts, burns, scalds, fire) use appropriate personal hygiene practices to prevent contamination of food (e.g., wash hands frequently; cover a cough or sneeze in their sleeve; use gloves to cover cuts or wounds; tie hair back)
- Lesson 1.2 - Food-borne illness & First Aid
Lesson 1.2 - Food-borne illness & First Aid
Learning Goals: By the end of this lesson you will be able todescribe common accidents that can occur in the kitchen (e.g., cuts, burns, fires, falls, poisoning, electric shocks)demonstrate an understanding of safe practices within the food-preparation area (e.g., safely handle hot foods; prevent spatters, scalds, and cuts; wipe up spills immediately) demonstrate an understanding of appropriate emergency responses to common accidents associated with food preparation (e.g., cuts, burns, scalds, fire) use appropriate personal hygiene practices to prevent contamination of food (e.g., wash hands frequently; cover a cough or sneeze in their sleeve; use gloves to cover cuts or wounds; tie hair back) Success Criteria: By the end of this lesson you will be able todescribe common accidents that can occur in the kitchen (e.g., cuts, burns, fires, falls, poisoning, electric shocks) and how to prevent them.demonstrate an understanding of safe practices within the food-preparation area use appropriate personal hygiene practices to prevent contamination of food
- Lesson 1.4 - Food Lab
Lesson 1.4 - Food Lab
Learning Goals: By the end of this lesson you will be able to demonstrate the correct use of food preparation techniques (e.g., stirring, beating, whipping, chopping, broiling, frying)Success Criteria: By the end of this lesson you will be able toDemonstrate skills in handling knife and different types of chopping techniques
- Unit Description and Learning Goal:B1. Nutrients: demonstrate an understanding of nutrients and their connection to physical health; B2. Food Guides: demonstrate an understanding of Canada’s Food Guide and its role in promoting physical health; B3. Energy Balance: demonstrate an understanding of the physical processes involved in maintaining energy balance; B4. Nutritional Status: demonstrate an understanding of their nutrient intake and of factors that affect the nutritional status of individuals and groups.Submission Format: PDF (include your name, date and assignment title); Double spaced, Times New Roman, 12 pt font.
In this assignment you will be working individually to explore Canada's Food Guide to create a healthy menu for one day for themself.
You can find some menu examples on the following website:
Health Canada Nutrient Value of Some Common Foods
https://hc-sc.gc.ca/fn-an/alt_formats/pdf/nutrition/fiche-nutri-data/nvscf-vnqau-eng.pdf
This page contains examples of one day menu for varies diet. You may look at them to get inspiration for your menu and design.
- Lesson 2.1: Introduction to Nutrition
Lesson 2.1: Introduction to Nutrition
Learning Goals: Today students will learn:Understand the importance of nutrition and health.learn about the six (6) essential nutrients necessary for maintaining a healthy body, their functions, sources, and the importance of a balanced diet.understand and apply the principles of healthy eating as outlined in Canada's Food GuideSuccess Criteria: By the end of today's lesson you will create a balanced and nutritious menu for one day that aligns with the Canada's Food Guide's recommendation.
- Lesson 2.2 - Digestion and Sugar
Lesson 2.2 - Digestion and Sugar
Learning Goals: By the end of this lesson you will be able toA4.2 use terms relating to food and culture correctly (e.g., culture, acculturation, herbs, spices, cuisine, food-borne illness, tajine, bamboo steamer) B1.3 analyse specific foods to determine their nutrient content, using available food and nutrition information (e.g., Nutrition Facts tables, food company nutrition information, nutrient- values databases, information provided by health and nutrition professionals) B1.4 plan and prepare a food item or items to ensure optimal nutrient content and retention (e.g., choose nutrient-dense foods; steam rather than boil vegetables)
- Lesson 2.3 - Bitter truth about sugar
Lesson 2.3 - Bitter truth about sugar
Learning Goals: By the end of this lesson you will be able toToday students will: A4.2 use terms relating to food and culture correctly (e.g., culture, acculturation, herbs, spices, cuisine, food-borne illness, tajine, bamboo steamer) B1.3 analyse specific foods to determine their nutrient content, using available food and nutrition information (e.g., Nutrition Facts tables, food company nutrition information, nutrient- values databases, information provided by health and nutrition professionals) B1.4 plan and prepare a food item or items to ensure optimal nutrient content and retention (e.g., choose nutrient-dense foods; steam rather than boil vegetables)Success Criteria: By the end of this lesson you will be able toDescribe the bitter truth about sugar.
- Lesson 2.5 - Labelling and Metabolism
- Lesson 2.6 - Energy Balance
Lesson 2.6 - Energy Balance
Learning Goals: By the end of this lesson you will be able to Explain the concept of energy balance, Describe how energy balance is achieved Analyze various factors affect calorie expenditureSuccess Criteria: By the end of this lesson you will be able to1. Why is energy balance important to overall health and well-being? 2. How can an analysis of caloric intake versus caloric expenditure provide someone with the tools to improve overall health?
- Lesson 2.7 - Gut Health Matters and Food Health Policies Matter!
Lesson 2.7 - Gut Health Matters and Food Health Policies Matter!
Learning Goals: By the end of this lesson you will be able toB1.1 identify the sources and explain the functions of macronutrients (i.e., carbohydrates, fats, proteins), micronutrients (i.e., vitamins, minerals), and water B1.2 describe the causes and symptoms of nutrient deficiencies (e.g., rickets, pellagra, goitre, anaemia, osteoporosis, scurvy, kwashiorkor, marasmus, beriberi) and excesses (e.g., iron toxicity, fluorosis) B1.3 analyse specific foods to determine their nutrient content, using available food and nutrition information (e.g., Nutrition Facts tables, food company nutrition information, nutrient- values databases, information provided by health and nutrition professionals) B2.1 explain why Canada’s Food Guide has changed over time (e.g., in response to new scientific information, greater diversity in the Canadian population, increased availability of internationally marketed crops, lobbying by food-marketing boards) B2.2 outline the main nutrients found in each of the food groups in Canada’s Food Guide (e.g., carbohydrates in the Grain Products group, protein in the Meat and Alternatives and Milk and Alternatives groups)=================================================================================================
Unit 3 - Eating Patterns and Trends (30Hours)
Unit Description and Learning Goal:C1. Nutrition throughout the Lifespan: demonstrate an understanding of food- and nutrition-related issues at different stages in the lifespan; C2. Nutrition and Disease: demonstrate an understanding of the relationships between nutrition, health, and disease; C3. Trends and Patterns in Food and Nutrition: demonstrate an understanding of current Canadian trends and patterns in nutritional guidelines and in food production and consumption.- Not available
- Lesson 3.1- Diets and your health & 'The Magic Pill' Analysis
Lesson 3.1- Diets and your health & 'The Magic Pill' Analysis
Learning Goals: By the end of this lesson you will be able toToday students will: A1.1 explore a variety of topics related to nutrition and health (e.g., food security, factors affecting metabolism) to identify topics for research and inquiry C2.1 explain why certain eating practices are associated with the prevention and management of particular health conditions (e.g., allergies, diabetes, cardiovascular disease, osteoporosis, kidney disease) C2.2 explain the relationship between particular social and emotional conditions (e.g., busy schedules, expectations related to body shape, stress, scarcity of resources) and unhealthy eating patterns that can contribute to illness and disease C2.3 assess the role of various factors (e.g., heredity/genetics, socio-economic status, geography, lifestyle, activity level) in nutrition-related illnesses and health conditions C2.4 analyse how specific illnesses, diseases, or medical treatments (e.g., diabetes, HIV/AIDS, chemotherapy, certain pharmaceutical drugs or drug combinations) affect people’s nutritional needs C2.5 identify and evaluate strategies to prevent food- and nutrition-related diseases and illnesses C3.1 evaluate new and emerging food- and nutrition-related products and services in terms of their real or perceived benefits to Canadian consumers (e.g., additives, functional foods, whole-wheat pasta, soy products, energy drinks, vitamin- enhanced drinks, local food initiatives, agri-tourism, molecular gastronomy, the slow food movement) C3.2 explain why people adopt various eating patterns (e.g., vegetarian diet, slow food diet, organic diet, local food diet, weight-loss program) C3.3 assess the effects on overall health of various eating patterns and trends (e.g., low-carbohydrate diets, promotionof trans-fat-free foods, promotion of antioxidants and phytochemicals)
- Lesson 3.2 - Functional Foods Intro
- Lesson 3.3 - Functional Foods: Are they worth the hype?
Lesson 3.3 - Functional Foods: Are they worth the hype?
Learning Goals: By the end of this lesson you will be able toA1.1 explore a variety of topics related to nutrition and health (e.g., food security, factors affecting metabolism) to identify topics for research and inquiry C3.1 evaluate new and emerging food- and nutrition-related products and services in terms of their real or perceived benefits to Canadian consumers (e.g., additives, functional foods, whole-wheat pasta, soy products, energy drinks, vitamin- enhanced drinks, local food initiatives, agri-tourism, molecular gastronomy, the slow food movement) C3.2 explain why people adopt various eating patterns (e.g., vegetarian diet, slow food diet, organic diet, local food diet, weight-loss program) C3.3 assess the effects on overall health of various eating patterns and trends (e.g., low-carbohydrate diets, promotionof trans-fat-free foods, promotion of antioxidants and phytochemicals)
- Lesson 3.4-Nutrition through the lifecycle
Lesson 3.4-Nutrition through the lifecycle
Learning Goals: By the end of this lesson you will be able to C3.1 evaluate new and emerging food- and nutrition-related products and services in terms of their real or perceived benefits to Canadian consumers (e.g., additives, functional foods, whole-wheat pasta, soy products, energy drinks, vitamin- enhanced drinks, local food initiatives, agro-tourism, molecular gastronomy, the slow food movement) C3.2 explain why people adopt various eating patterns (e.g., vegetarian diet, slow food diet, organic diet, local food diet, weight-loss program) C3.3 assess the effects on overall health of various eating patterns and trends (e.g., low-carbohydrate diets, promotion of trans-fat-free foods, promotion of antioxidants and phytochemicals)
Unit 4 - Local and Global Food Issues (28 Hours)
Unit Description and Learning Goal:Copy and paste here.Teacher to record an 2-5 minutes introduction video and upload in this section.Each unit must have:- Pre-Learning Assessment (FOR) for unit (could use Quiz/Assignment/Forum)- Unit Evaluation(s) (OF Assessment) for unit (could use Quiz/Assignment) - For assignment make sure to have rubric.- Not available
- Lesson 4.1- Food Science + GMO
Lesson 4.1- Food Science + GMO
Learning Goals: By the end of this lesson you will be able toD2.2 explain the effects of various agricultural methods (e.g., crop rotation, integrated pest management, fallow fields, intercropping, no tillage) on local and/or global food production and yields D2.3 analyse the relationship between various economic, social, and political factors and food supply and production in a particular region or regions (e.g., debt-repayment requirements, demand for cash crops, oil prices, free-trade agreements, trade embargos or bans, controls on fishing and hunting, import-export restrictions to prevent or control outbreaks of disease) D3.2 analyse the effect on the environment of various agricultural trends (e.g., growing crops for biofuels) and food production technologies (e.g., types of farm equipment, types of energy sources, climate-control techniques, genetic engineering of foods) D3.3 analyse the effects of various environmental protection laws and regulations on food supply and production (e.g., policies related to forest preservation, fuel emission standards, pesticide use) D3.4 demonstrate an understanding of health, safety, and environmental issues related to food supply and production (e.g., risks associated with the bioaccumulation of pesticides and hormones, risks of contamination during food production), and describe key aspects of legislation that is designed to protect Canadian consumers (e.g., Canadian Agricultural Products Act, Food and Drugs Act)
- Lesson 4.3 - Planning Food - Sustainability
Lesson 4.3 - Planning Food - Sustainability
Learning Goals: By the end of this lesson you will be able toD1.1 explain the importance of each of the key components of food security (e.g., availability, accessibility, adequacy, acceptability, sustainability) D1.2 explain how and why various social, cultural, and economic factors (e.g., gender, ethnicity, income, employment, religious or political affiliation) contribute to nutritional inequalities among people within the same community
- Lesson 4.4 - Debate
- HFA4U Final Assignment Outline
- Lesson 4.8 -Food insecurity
Lesson 4.8 -Food insecurity
Learning Goals: By the end of this lesson you will be able toD1.1 explain the importance of each of the key components of food security (e.g., availability, accessibility, adequacy, acceptability, sustainability) D1.2 explain how and why various social, cultural, and economic factors (e.g., gender, ethnicity, income, employment, religious or political affiliation) contribute to nutritional inequalities among people within the same community D1.3 explain the relationships among poverty, food insecurity, poor nutrition, and poor health
- Lesson 4.9-Science of Taste
Lesson 4.9-Science of Taste
Learning Goals: By the end of this lesson you will be able toD1.1 explain the importance of each of the key components of food security (e.g., availability, accessibility, adequacy, acceptability, sustainability) D1.2 explain how and why various social, cultural, and economic factors (e.g., gender, ethnicity, income, employment, religious or political affiliation) contribute to nutritional inequalities among people within the same community D1.3 explain the relationships among poverty, food insecurity, poor nutrition, and poor health D1.4 evaluate various food-distribution systems in terms of their impact on local and global food security (e.g., systems that improve the availability of fair-trade products and local foods versus imported foods) D1.5 demonstrate the ability to combat food insecurity at the local and global level (e.g., write to an elected representative or government official; volunteer with a breakfast program; fundraise for community water wells; plant trees; buy products from women-led cooperatives; become involved in a community garden)
- Lesson 4.10-Food Security Issues Report & Presentation
Lesson 4.10-Food Security Issues Report & Presentation
Learning Goals: By the end of this lesson you will be able toB1. Nutrients: demonstrate an understanding of nutrients and their connection to physical health; D2. Food Production and Supply: demonstrate an understanding of various factors that affect food production and supply; D3. Food Production and the Environment: demonstrate an understanding of the impact of food production on the environment. D1. Food Security: demonstrate an understanding of various factors involved in achieving and maintaining food security;
- HFA4U Final Exam Review and Final Exam Evaluation (30%)
- HFA4U Course Evaluation
- Lesson 19 - Topic
Lesson 19 - Topic
Learning Goals: By the end of this lesson you will be able toLimit to 5 maximum.Success Criteria: By the end of this lesson you will be able toLimit to 5 maximum.Each lesson must include at least the following (these go between glossary and Discussion forum)- (10-15 minutes Lecture Segment follow by 20-30 minutes activity) x 3- Lesson Assignment/Homework (FOR and/or AS)and the following