Page 186 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 12, University Preparation
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.
B1. Nutrients
B2. Food Guides
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
SPECIFIC EXPECTATIONS
By the end of this course, students will:
B1.1 identifythesourcesandexplainthefunctions of macronutrients (i.e., carbohydrates, fats, proteins), micronutrients (i.e., vitamins, minerals), and water
Teacher prompts: “Why does the body need protein every day?” “How can plant sources be effectively combined to make complementary proteins?”
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)
Teacher prompt: “Why might iron toxicity occur from taking mineral supplements but not from eating iron-rich foods?”
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)
Teacher prompt: “Why might different sources of information about the nutritional content of food products provide contradictory data? How might knowing the source of the information help you decide what information is reliable and what is not?”
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)
By the end of this course, students will:
B2.1 explain why Canada’s Food Guide has changed over time (e.g., in response to new scien­ tific information, greater diversity in the Canadian population, increased availability of internationally marketed crops, lobbying by food-marketing boards)
Teacher prompt: “Considering the results of recent nutrition research, what recommendations do you think will be incorporated into the next version of Canada’s Food Guide?”
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)
Teacher prompt: “From which food group would people usually get vitamin D? For somebody who is not able to eat all of the foods in this food group, how else might he or she get adequate amounts of vitamin D?”
B2.3 explain how various research findings sup­ port the recommendations and guidelines in Canada’s Food Guide (e.g., the recommendation
B. NUTRITIONANDHEALTH OVERALL EXPECTATIONS
By the end of this course, students will:
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