Page 197 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

B. NUTRITIONANDHEALTH OVERALL EXPECTATIONS
By the end of this course, students will:
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.
SPECIFIC EXPECTATIONS
B1. Nutrients
By the end of this course, students will:
B1.1 describe sources and functions of macronu­ trients (i.e., carbohydrates, fats, proteins), micronutrients (i.e., vitamins, minerals),
and water
Teacher prompt: “What are the types of fat that the body needs most? What are good sources of these fats?”
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 prompts: “Which nutrients are needed to prevent osteoporosis?” “What is a goitre and why are goitres less common in Canada now than fifty years ago?”
B1.3 describe the nutrient content of specific foods, using available food and nutrition infor­ mation (e.g., Nutrition Facts tables, food company nutrition information, nutrient-values databases, information provided by health and nutrition professionals)
Teacher prompt: “What criteria would you use to determine the best source of nutrients when comparing similar foods?”
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)
B2. Food Guides
By the end of this course, students will:
B2.1 describe the evolution of Canada’s Food Guide over time (e.g., changes in name, food groups, objectives, serving amounts, key recommendations)
Teacher prompts: “What are the main differ­ ences between the current and previous versions of Canada’s Food Guide?” “What new recom­ mendations appear?”
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: “In addition to protein, what other nutrients are found in the Meat and Alternatives group?”
B2.3 describe research findings that support the recommendations and guidelines in Canada’s Food Guide (e.g., research showing that whole- grain products have more vitamins, minerals,
and fibre than comparable non–whole-grain products)
B2.4 compare the key recommendations in Canada’s Food Guide to those in food guides from other countries (e.g., Dietary Guidelines for Americans, Mediterranean Food Guide, Chinese
NUTRITION AND HEALTH
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