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Title: Family Studies - Food and Nutrition 9/10

Subject: Food and Nutrition, grade 9 or 10, Open
Suggested time: 70 minutes
Course Code: HFN1O/HFN20
Lesson Title: Why do we eat what we eat?
Lesson Description:
Self and others
Personal and social responsibilities
Social science skills

Self and others:
•Identify the various reasons for the choices people make about food.
Personal and social responsibilities:
•Analyse the responsibilities involved in maintaining nutritional health and well-being.
Social science skills:
•Demonstrate effective collaborative group skills.
Self and others:
•Analyse the food needs of individuals of different ages who have varying time schedules, food preferences, and health concerns (e.g., toddlers with food allergies, vegetarian adolescents, adults on fat-reduced diets) and determine how those needs might be met.
Personal and social responsibilities:
•Evaluate personal eating habits.
•Plan meals that address such factors as nutritional needs, age, likes/dislikes, activity levels, special diets, and considerations related to time, money and effort.
•Demonstrate basic cooking skills.
Social science skills:
•Demonstrate the ability to follow a recipe.
•Demonstrate effective speaking and listening skills in a small group.
•Collaborative problem solving.

Prior knowledge required:
Experience working in small groups.
Knowledge of nutrition and the four food groups.
General food/safety rules (this is not the first time they are in the kitchen.)

Students should be hetergenously grouped in order to maximize the potential of students interacting with all their peers.

Teaching and learning strategies:
After students have entered the classroom and settled in their seats taking note of the agenda on the board, the teacher displays and asks the following question: “what did YOU eat for dinner last night?”
Students to respond orally and call out individual answers
In groups of four, students will answer the following questions: 1) what did you have for dinner yesterday and 2) why did you have it? And based on a group consensus they must rank the dinners from 1-4 (1 being the healthiest and 4 being the least healthy). This is to be done on chart paper (chart paper and markers handed out in class)
As a class, they will look at some of the responses.
Teacher to ask the following question: “what influences what you eat?” (See sample answers)
Teacher to tell the students that today they are the “boss” of the family and they have to make all the decisions regarding dinner. Then teacher will ask what they will make for dinner tonight? Students to call out individual answers.
Teacher to remind students that there are four people in their family, and to ask them what considerations must be made for other people in their families (See sample answers). In their groups they will think of some possible meal solutions.
Teacher to hand out “family descriptions”. Students are told that they will pick and prepare a meal with these descriptions in mind. Teacher to hand out recipe books, and students are to come to a group consensus.

Students are to pick a recipe before they leave class. Students will be preparing the recipe they choose during the following class. Also, remind students to do their homework and have a safe weekend.

This is an on-going assignment that has already started. Students have been filling out a “journal” or food log on the things they have eaten every day for two weeks. They also take note of details such as where they were, and how they felt when they ate the food. In the end, students are to hand in a written summary of their eating patterns/habits and what they can do to improve them.

Assessment and Evaluation:
Assessment will be based on the following:
•Knowledge and understanding –understanding of the concepts, principles and theories. Students will be able to understand the choices people make about the foods they eat.
•Communication–communication of information and ideas. Students will be able to work effectively in collaboration.

Evaluation will be based on the following:
•Application – making connections. Students will be able to analyze the various factors that effect what people eat and apply these factors to a meal plan.
•Application – application of ideas and skills in familiar contexts. Students will be able to evaluate their own personal eating habits, and with the knowledge gained in maintaining health and well-being, they will be able to improve/adapt their eating patterns.

In classes where there are ESL students, dictionaries are permitted to assist them
Student are given extra time for preparing their kitchens (i.e. they can come in the morning before classes start)
Teachers will also ensure students are participating by monitoring behaviors. In the kitchen, members in each group will have their own specific responsibilities, but will also work together collectively in order to complete the task.

Chart paper and markers
Recipe books
Various transparencies (provided in the appendix)

Appendix 1
In groups of 4, please answer the following questions:
A) What did you eat for dinner last night?
B) Why did you eat that?
C) Whose dinner was the healthiest? Whose dinner was the unhealthiest? Rank the dinners from 1 ~ 4 (1 is the healthiest).

Appendix 2
What influences what you eat? (sample answers)

•Effort involved
•Peer pressure

Considerations to remember when planning a meal: (sample answers)

•Healthy and nutritional eating
•Activity levels
•Food allergies
•Fat/cholesterol reduced diets
•Carbohydrate reduced diets
•Lactose intolerant

Appendix 3
Different families (remember that we are striving for healthy and nutritional meals):

1) The two children hate vegetables but will eat everything else.
2) There is a teenage boy who is on the football team, he’s a very big eater but doesn’t have time to sit down and eat dinner with his family.
3) The mom has to work late every night. The two kids have to start dinner and they don’t have a lot of money.
4) The grandmother is 89 years old; she can only eat things that are soft and easy to digest. She’s also lactose intolerant.
5) The dad is a vegetarian, but the rest of the family loves meat.
6) The family has a three year old who will not eat anything unless it looks like a cartoon.
7) The family is trying not to eat any carbohydrates at dinnertime.
8) The family is very busy during the day, and took always eat the healthiest foods. Dinner is when they try to eat from all four-food groups.
9) One of the children will not eat anything that has meat in it.
10) The mom has allergies to milk and eggs.

Submitted by: L.Cheng

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