Page 157 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

B. NUTRITIONANDHEALTH OVERALL EXPECTATIONS
By the end of this course, students will:
B1. Canada’s Food Guide: demonstrate an understanding of the nutritional and health recommendations in Canada’s Food Guide;
B2. Eating Patterns: demonstrate an understanding of eating patterns that contribute to optimal physical health;
B3. Body Image and Attitudes about Food: demonstrate an understanding of factors that contribute to a positive body image and healthy attitudes about food.
SPECIFIC EXPECTATIONS
B1. Canada’s Food Guide
By the end of this course, students will:
B1.1 describe the key messages and recommen­ dations in Canada’s Food Guide (e.g., food illus­ trations included, foods emphasized, statements about exercise)
B1.2 describe diverse foods within each of the food groups as described in Canada’s Food Guide
Teacher prompt: “What are some non-dairy sources of calcium as shown in the Milk and Alternatives group in Canada’s Food Guide?”
B1.3 describe appropriate serving sizes as defined in Canada’s Food Guide
Teacher prompt: “What common everyday objects can be used to represent appropriate serving sizes as defined by Canada’s Food Guide (e.g., a deck of cards is the same
size as a serving of meat)?”
B1.4 identify key nutrients, their sources and functions, and the food groups in which they can be found (e.g., carbohydrates in the Grain Products group, protein in the Meat and Alternatives and Milk and Alternatives groups)
B1.5 describe people’s nutritional needs at different stages in the lifespan, as outlined in Canada’s Food Guide
Teacher prompt: “Which nutrients are especially important for very young children? For seniors?”
B1.6 interpret the information on the labels of a variety of packaged foods (e.g., Nutrition Facts table, ingredient list, nutrient claims) to determine their nutritional content
Teacher prompt: “How would you use the Nutrition Facts tables to compare two similar products to determine which would be the most nutritious? What additional information would you want to know?”
B1.7 plan nutritionally adequate meals using the guidelines in Canada’s Food Guide
Teacher prompt: “How would the foods/meals appropriate for a young teenager differ from those appropriate for the teenager’s pre–school­ age sister or brother?”
B2. Eating Patterns
By the end of this course, students will:
B2.1 explain the differences between nutrient- dense foods and empty-calorie foods and their effects on health
Teacher prompts: “What is the most nutritious snack to have before doing a physical activity? Why?” “An apple and a chocolate bar have the same number of calories. Why would an apple be a better snack choice?”
B2.2 explain why it is important to eat a nutritious breakfast (e.g., to improve mood, energy level, school performance, workplace productivity)
Teacher prompts: “What criteria would you use to determine whether a breakfast is nutritionally
NUTRITION AND HEALTH
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