Page 179 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

C. FOODSANDFLAVOURS OVERALL EXPECTATIONS
By the end of this course, students will:
C1. Food Availability: demonstrate an understanding of the relationship between geography and the foods naturally found and/or produced in Canada and in various other countries;
C2. Sources of Foods: demonstrate an understanding of the sources of foods eaten in Canada and in various other countries/cultures;
C3. Flavours of the World: demonstrate an understanding of the characteristic flavours, aromas, herbs, and spices associated with the cuisines of various countries/cultures.
SPECIFIC EXPECTATIONS
C1. Food Availability
By the end of this course, students will:
C1.1 identify foods naturally found or produced in the different regions of Canada (e.g., salmon on the west coast, beef and bison on the prairies, Saskatoon berries on the prairies, cranberries in Ontario, grapes in southern Ontario, fish/seafood in the Atlantic provinces, seal and whale in the far north)
C1.2 explain the relationship between geography and the foods naturally found or produced in Canada (e.g., the influence on food production of land formations, rainfall, the location of fertile farm­ land or temperate climates)
Teacher prompt: “What factors explain the fact that cranberries grow so well in Ontario?”
C1.3 explain how overhunting and overfishing, as well as the reduction or elimination of natu­ ral habitats, have affected the availability of foods found in different regions of Canada
C1.4 explain the relationship between geography and the foods naturally found or produced in various countries or regions (e.g., tropical and citrus fruits in countries with consistently warm climates, fish/seafood in coastal areas, food products from grazing animals in grassland areas)
C1.5 identify foods that are naturally found or produced in particular countries and regions of the world (e.g., rice in the Far East, maize/corn in Central America, fish/seafood in Spain and Portugal, olives in Mediterranean countries)
Teacher prompt: “Why are animal food products more available in some countries than others?”
C1.6 describe ways in which food-acquisition practices vary among people who live in rural and urban environments (e.g., in rural areas, people may grow some of their own food, keep poultry for eggs and/or meat, hunt for seasonal game; in urban areas, people have access to large grocery stores and may have access to food products from
a variety of cultures, local farmers' markets, and community gardens)
Teacher prompt: “Why might people living in rural communities shop less frequently than people living in suburban communities?”
C2. Sources of Foods
By the end of this course, students will:
C2.1 identify the origins of various foods eaten in Canada (e.g., potatoes, breads, corn, rice, bananas, tofu, various cheeses, various herbs and spices)
Teacher prompt: “In which country did tofu originate? How much of the tofu consumed in Canada is actually produced here?”
C2.2 identify foods that are regularly eaten as a dominant part of the diet in different parts of the world (e.g., grains/cereals such as rice, wheat, maize/corn, millet, sorghum; roots and tubers such as potatoes, cassava, yams, taro; animal products such as meat, milk, eggs, cheese, fish)
C2.3 identify different ways in which certain food sources are used around the world (e.g., rice: noodles, rice paper, rice pudding, risotto; corn/maize: flour, tortillas, polenta, oil; chickpeas: hummus, chana masala, flour, dahl; wheat: flour, bannock, pasta, cereal, breads such as pita, naan, focaccia, challah)
FOODS AND FLAVOURS
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