Page 198 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 12, College Preparation
B3. Energy Balance
B4. Nutritional Status
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
Food Guide) and food guides designed for spe­ cial groups (e.g., vegetarians, vegans, diabetics)
Teacher prompts: “Why might particular groups need specialized food guides?” “What similarities are there among the different food guides?”
B2.5 prepare a food item or items to reflect specific recommendations in Canada’s Food Guide (e.g., reduce fat or sodium; use whole grains, dark green or orange vegetables, beans or lentils)
By the end of this course, students will:
B3.1 describe the processes of food digestion, absorption, and metabolism
Teacher prompt: “What are the main organs that are directly involved in food digestion?”
B3.2 analyse foods to determine their macronutri­ ent content (i.e., the percentage of calories from protein, fat, and carbohydrates)
B3.3 explain the concept of energy balance, and describe how energy balance can be achieved (e.g., by changing the quantity and types of food eaten; by changing the type, duration, or intensity of exercise)
B3.4 explain how various factors affect calorie expenditure (e.g., duration and intensity of exercise, body composition, basal metabolic rate, type of activity)
Teacher prompts: “Which types of exercise use the most calories?” “How can two people who do the same exercise for the same length of time, burn different numbers of calories?”
By the end of this course, students will:
B4.1 compare their own nutrient intake to that recommended in current Canadian guidelines for people of their age, gender, and lifestyle (e.g., Dietary Reference Intakes)
Teacher prompts: “How does your daily intake of vitamin E compare with the amount recommended in Canada’s Dietary Reference Intakes?” “What improvements can you make to your diet?”
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 people’s nutritional status?”
B4.3 identify factors that can contribute to the poor nutritional status of people in Canada and around the world (e.g., genetic propensity to nutrition-related diseases such as diabetes; decaying infrastructure; natural disasters)
Teacher prompts: “In which countries are people more likely to have poor nutritional status?” “Why do some First Nation communi­ ties in Canada have such limited access to safe drinking water? How does limited access to safe drinking water affect the nutritional status of some First Nation groups?”
B4.4 plan and prepare a food item or items to address a specific nutritional deficiency common to Canadians (e.g., prepare a high-fibre snack to address a lack of dietary fibre)
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