Page 187 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

to choose fruits and vegetables rather than juice is based on the research finding that whole fruits and vegetables contain fibre, which juice does not)
Teacher prompt: “What is the research basis behind the recommendation in Canada’s Food Guide to eat at least two servings of fish each week?”
B2.4 explain the differences in the underlying concepts and recommendations of food guides from other countries (e.g., Dietary Guidelines for Americans, Mediterranean Food Guide, Chinese Food Guide) and food guides designed for spe­ cial groups (e.g., vegans, vegetarians, diabetics)
Teacher prompts: “What are the implications of the fact that fruits and vegetables are separate food groups in American food guidelines, but one group in Canada’s Food Guide?” “What recommendations are made about oils in Canada’s Food Guide and in the Dietary Guidelines for Americans?”
B2.5 analyse a recipe and modify it as necessary to reflect specific recommendations in Canada’s Food Guide (e.g., reduce fat and sodium; use whole grains, dark green or orange vegetables, beans or lentils)
B3. Energy Balance
By the end of this course, students will:
B3.1 explain the processes of and factors affecting the digestion, absorption, and metabolism
of food
Teacher prompts: “How are nutrients absorbed by the body?” “How does stress affect digestion?”
B3.2 analyse foods to identify their macronutrient content (i.e., the percentage of calories from various types of nutrients)
Teacher prompt: “What ratio of macronutrients is ideal? How does your typical daily macronu­ trient ratio compare to the ideal?”
B3.3 explain the concept of energy balance,
and describe how energy balance is achieved (e.g., by changing the volume and types of food eaten; by changing the type, duration, or intensity of exercise)
B3.4 analyse and interpret data to determine how various factors affect calorie expenditure (e.g., data about duration and intensity of exercise, body composition, basal metabolic rate, energy required for various forms of activity)
Teacher prompts: “How does basal metabolic rate (BMR) change throughout the lifespan?” “How does the average daily caloric expenditure of a sixteen-year-old male compare to that of a seventy-year-old male?”
B4. Nutritional Status
By the end of this course, students will:
B4.1 analyse their own nutrient intake with reference to current Canadian guidelines (e.g., Dietary Reference Intakes)
Teacher prompt: “How does your daily intake of iron compare to the estimated average requirement (EAR) and the recommended daily allowance (RDA) of iron on the Canadian Dietary Reference Intakes? Why is the RDA a better point of comparison than the EAR?”
B4.2 compare their own nutrient intake with that of various population groups in Canada
Teacher prompts: “How does your nutrient intake compare to that of an average teenager living in another part of Canada?” “How does your nutrient intake compare to that of an average eighty-year-old in Canada?” “What factors should you take into account when comparing nutritional status?”
B4.3 explain how various factors (e.g., genetics, deterioration of infrastructure, environmental gov­ ernance, trade embargos, war, natural disasters) affect the nutritional status of specific population groups in Canada and around the world
Teacher prompts: “What factors have contributed to limited access to fresh water in such rural communities as Walkerton, Ontario, and the Kashechewan First Nation?” “How might the U.S. trade embargo on Cuba affect the nutri­ tional status of the Cuban people?” “How might nutritional status profiles be used to help improve the nutritional status of particular groups? In what ways might such profiles be considered discriminatory?” “In what ways has access to traditional foods been restricted for many Aboriginal people in Canada? What are some of the specific effects of this restriction on their nutritional status?”
B4.4 plan and prepare a food item or items to address a specific nutritional deficiency in a typical Canadian diet (e.g., prepare a high-fibre snack to address a lack of dietary fibre)
NUTRITION AND HEALTH
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Nutrition and Health
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