Page 252 - The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised)

Grade 12, Workplace Preparation
f1. assess the environmental implications of a variety of food choices, and evaluate and propose ways to improve the nutritional content of a menu;
f2. investigate nutrients and non-nutrient additives in a variety of foods;
f3. demonstrate an understanding of food components and their effects on the human body.
F1. Relating Science to Technology, Society, and the Environment
F2. Developing Skills of Investigation and Communication
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | science
By the end of this course, students will:
SPECIFIC EXPECTATIONS
By the end of this course, students will:
f1.1 assess the environmental implications of food choices available in a variety of situations (e.g., in the school cafeteria, a fast-food restaurant, a supermarket, a local farmers’ market, an organic meat shop), and propose ways to minimize the environmental impact of their food choices [AI, C]
Sample issue: Supermarkets commonly sell imported produce, distributed through large warehouses, even when the same types of food are in season locally and are available from local farmers. Importing foods generates greater carbon emissions but may be seen as more efficient if local farmers lack a reliable distribution system.
Sample questions: What is the environmental impact of organic farming compared to tradition- al farming methods? What are the advantages and disadvantages of buying certified organic foods from a local farmer? What are the environ- mental costs of purchasing a pizza? Why is the environmental footprint associated with consum- ing a hamburger different from that associated with eating a veggie burger?
f1.2 evaluate the nutritional content of a menu (e.g., from the school cafeteria, a fast-food restaurant, a coffee shop, a retirement home,
a hospital), and propose ways to improve it, using information from Eating Well with Canada’s Food Guide or Eating Well with Canada’s Food Guide: First Nations, Inuit, and Métis [AI, C]
Sample issue: The menus in fast-food restaurants tend to be high in fat, sodium, and sugar. How- ever, there are many options such restaurants might consider, such as using whole grain buns, limiting the amount of salt added to burgers and fries, and providing additional menu choices that include fruits and vegetables.
Sample questions: Is a salad always a healthy choice at a restaurant? Why or why not? What is the nutritional difference between a serving of French fries and a baked potato served with the skin on? What is the nutritional difference be- tween white bread and whole grain bread? What foods are high in protein? How many daily serv- ings of fruits and vegetables are recommended by Canada’s Food Guide? Why?
By the end of this course, students will:
f2.1 use appropriate vocabulary related to nutri- tional science, including, but not limited to: nutrient, lipid, carbohydrate, protein, vitamin, mineral, qualitative test, serving size, food additive, trans fat, cholesterol, kilojoule, calorie, saturated, unsaturated, hydrogenated, essential amino acid, and preservative [C]
f2.2 conduct an investigation to compare com- mercial food products and home-made foods (e.g., commercial and home-made cookies or cake; a shake from a fast-food restaurant and a home-made milk shake; commercial orange
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f. nutritionAl Science OVERALL EXPECTATIONS