Unit 5 Diagnostic Quiz 2015

Unit 5 Diagnostic Quiz:
Food from Canadian and Global Perspectives

Name: ________________________________________________________________________
Date: _________________________________________________________________________
MULTIPLE CHOICE
For each of the following questions, circle the letter of the most appropriate answer.
If you are uncertain about the answer, speculate about what you think it might be.
1. The Iroquoian tribes were skilled in:
a) Farming
b) Fishing
c) Plant breeding
d) All of the above
2. Aboriginal Peoples of the Plateau and Pacific Coast depended most heavily on:
a) Salmon
b) Buffalo
c) Corn
d) None of the above
3. _____________ is a mixture of powdered dried meat, fat, and berries.
a) Tourtire
b) Chaudire
c) Bannock
d) Pemmican
4. A traditional dish of early settlers to Canada consisted of fish chowder.
It was called:
a) Tourtire
b) Chaudire
c) Bannock
d) Pemmican
5. A large social gathering of people that usually includes competitive dance and
singing is:
a) Pow wow
b) Potlatch
c) Smorgasbord
d) Buffet
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BLACKLINE MASTER 5-1 (continued)
6. According to Statistics Canada,

a) Aboriginal Peoples have a lower incidence of obesity, diabetes, and
cardiovascular disease than the general Canadian population
b) Aboriginal Peoples have a higher incidence of obesity, diabetes, and
cardiovascular disease than the general Canadian population
c) Aboriginal Peoples have a similar incidence of obesity, diabetes, and
cardiovascular disease as the Canadian population
d) There are no statistics on the rates
7. If all the food in the world was divided equally among everyone,
a) No one would have enough food
b) Everyone would have enough food
c) People would become nutritionally deficient
8. A place where crops are grown by community members with the produce shared
among them is:
a) Good Food Box
b) Community kitchens
c) Community gardens
d) Food banks
9. According to 1994 statistics, what is true about child hunger in Canada?
a) Most hungry children live in urban areas
b) 57 000 children under the age of 12 went hungry
c) Aboriginal Peoples children are four times more likely to go hungry
d) All of the above
10. Which of the following is a staple food?
a) Millet
b) Rice
c) Corn
d) All of the above
SHORT ANSWER
Fill in the following answers. If you are uncertain about the answer, speculate about
what you think it might be.
11. Describe five uses of the buffalo.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
12. List ten products that use corn as a component.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
13. List three facilities/organizations that may help to address the problems of hunger.
14. For each of the regions/provinces of Canada, list three foods common to the area.
Atlantic
Provinces
Qubec
Ontario
Prairie
Provinces
British Columbia
15. For each of the countries/areas, list three foods common to the area.
Mexico
South America
Africa
Middle East
Eastern Europe
Italy
Germany
Portugal
Northern Europe
Asia/Pacific
16. Describe the meaning of Food Freedom Day.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Unit 5 Learning Portfolio:

Food from Canadian and Global Perspectives
ACTIVITY 1: Canadian and Global Food Terminology (Knowledge/Understanding)
Define the terms below using Food for Today, First Canadian Edition.
For each term, provide a food-related example to show your understanding of
the concept.
Terms
potlatch
chuck wagon
community kitchens
staple foods
kibbi
tourtire
co-operatives
CIDA
millet
haute cuisine
EXPECTATION
Correctly use food and nutrition terminology.
Criteria
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Identification
of terms related
to Canadian
and global
perspectives
All definitions
clearly identify
terms and concepts.
Most definitions
clearly identify
terms and concepts.
Some definitions
clearly identify
terms and concepts.
Definitions
identify terms and
concepts with
limited clarity.
Understanding
of concepts
related by giving
examples related
to Canadian
and global
perspectives
Definitions reflect
a thorough
understanding of
the key concepts
by providing
examples related
to Canadian and
global perspectives.
Definitions reflect
considerable
understanding of
the key concepts
by providing
examples related
to Canadian and
Definitions
reflect some
understanding of
the key concepts
by providing
examples related
to Canadian and
Definitions
reflect limited
understanding of
the key concepts
by providing few
examples related
to Canadian and
ACTIVITY 2: Food Artefacts of Canadian Aboriginal Peoples Past (Communication)

Working in groups, present important information relating to the foods of a specific
Aboriginal People.
Each group will present their information to the rest of the class using artefacts
(real, drawn, or prototypes).
EXPECTATIONS
Describe the diets and the characteristics of food-production methods of Aboriginal
Peoples in various parts of Canada.
Demonstrate an ability to perform a variety of roles in small groups.
Criteria
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Uses symbols
and visuals to
illustrate the
foods of
Aboriginal
Peoples in a
specific region
Artefacts and
presentation
relate to foods of
Aboriginal
Peoples in a
specific region
with a high degree
of accuracy and
effectiveness.
Artefacts and
presentation
relate to foods of
Aboriginal
Peoples in a
specific region
with considerable
effectiveness.
Artefacts and
presentation
relate to foods of
Aboriginal
Peoples in a
specific region
with some
effectiveness.
Artefacts and
presentation
relate to foods of
Aboriginal Peoples
in a specific region
with limited
effectiveness.
ACTIVITY 3: A Modern-Day Bannock (Application)

Complete Blackline Master 5-6, A Modern-Day Bannock, for this learning portfolio activity.
EXPECTATIONS
Describe the diets and characteristics of food-production methods of Aboriginal
Peoples in various parts of Canada.
Prepare a global food product or meal using staple foods.
Criteria
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Makes
connections
between the
past and present
variations of
bannock
Analysis makes
connections
between the past
and present
variations with a
high degree of
effectiveness.
Analysis makes
connections
between the past
and present
variations with
considerable
effectiveness.
Analysis makes
connections
between the past
and present
variations with
some effectiveness.
Analysis makes
connections
between the past
and present
variations
with limited
effectiveness.
ACTIVITY 4: The Diversity of Regional Foods (Thinking/Inquiry)

Create a collage to illustrate the diversity of regional foods and the influences on
them.
Organize the pictures in a way to demonstrate their regional diversity.
EXPECTATION
Determine the contribution of cultural and regional foods in the development of our
Canadian food heritage and culture.
Criteria
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Uses critical
and creative
thinking skills
to organize the
pictures to
represent the
regional foods
The collage
uses critical and
creative thinking
skills to organize
the regional foods
with a high degree
of effectiveness.
The collage
uses critical and
creative thinking
skills to organize
the regional foods
with considerable
effectiveness.
The collage
uses critical and
creative thinking
skills to organize
the regional foods
with some
effectiveness.
The collage
uses critical and
creative thinking
skills to organize
the regional foods
with limited
effectiveness.
ACTIVITY 5: A Taste of Canada (Application)

Complete the worksheet using your recipe as a base for the regional food of Canada.
EXPECTATIONS
Determine the contribution of cultural and regional foods in the development of our
Canadian food heritage and culture.
Use a variety of tools, such as books or search engines on the Internet, to research
and report on the emergence of a new Canadian cuisine.
Select and use regional and seasonal foods to plan and produce a Canadian food
product or meal.
Criteria
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Makes
connections
between recipe(s)
and concepts
about regional
foods of Canada
The analysis
makes connections
between the
recipe(s) and
concepts about
regional foods of
Canada with a
high degree of
effectiveness.
The analysis
makes connections
between the
recipe(s) and
concepts about
regional foods
of Canada with
considerable
effectiveness.
The analysis
makes connections
between the
recipe(s) and
concepts about
regional foods of
Canada with some
effectiveness.
The analysis
makes connections
between the
recipe(s) and
concepts about
regional foods
of Canada
with limited
effectiveness.
ACTIVITY 6: Food Freedom Day and Research Methods (Thinking/Inquiry)

Use the information from page 508 of Food for Today to consider how you would
conduct research related to household spending on food (refer to Food Freedom Day).
Describe the suitability of each method and how that method may be conducted for
the topic.
EXPECTATIONS
Identify primary food sources in Canada.
Identify the process involved in Social Science research.
Criteria
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Uses suitable
research and
inquiry skills to
suggest research
methods for
determining
household food
spending
The analysis
provides
suggestions for
possible research
methods related to
household food
spending with a
high degree of
effectiveness.
The analysis
provides
suggestions for
possible research
methods related to
household food
spending with
considerable
effectiveness.
The analysis
provides
suggestions for
possible research
methods related
to household
food spending
with some
effectiveness.
The analysis
provides
suggestions for
possible research
methods related
to household
food spending
with limited
effectiveness.
ACTIVITY 7: Food Distribution in Canada and the World (Thinking/Inquiry)

Use the steps on page 524 of Food for Today for Writing an Essay.
Use pages 51325 to obtain information.
Your topic is Canada and World Food Insecurity.
EXPECTATIONS
Identify the causes of hunger in Canada and list some possible strategies for
alleviating hunger.
Determine how food-production methods can contribute to satisfying global
food needs.
Differentiate between the food-production methods of developed and developing
countries and the impact of those methods on food security.
Explain the importance of policy decisions as applied to global food issues.

Criteria
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Uses research
and inquiry skills
by analysing
and evaluating
information
and forming
conclusions
about food
insecurity
The essay uses

research and
inquiry skills by
analysing and
evaluating
information
and forming
conclusions about
food insecurity
with a high degree
of effectiveness.
The essay uses

research and
inquiry skills by
analysing and
evaluating
information
and forming
conclusions about
food insecurity
with considerable
effectiveness.
The essay uses

research and
inquiry skills by
analysing and
evaluating
information
and forming
conclusions about
food insecurity
with some
effectiveness.
The essay uses

research and
inquiry skills by
analysing and
evaluating
information
and forming
conclusions about
food insecurity
with limited
effectiveness.
ACTIVITY 8: A Visual Presentation of Staple Foods (Communication)

Create a visual representation of the staple foods in connection to where they are
used or originate and how they are used.
EXPECTATION
Identify different types of dietary regimens and the reasons behind these dietary choices.
Criteria
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
The visual
presentation
uses language,
symbols, and
visuals to show
the staple foods,
their uses, and
origins
The visual
presentation
uses language,
symbols, and
visuals to show
the staple foods,
their uses, and
origins with a
high degree of
accuracy and
effectiveness.
The visual
presentation
uses language,
symbols, and
visuals to show
the staple foods,
their uses, and
origins with
considerable
accuracy and
effectiveness.
The visual
presentation
uses language,
symbols, and
visuals to show
the staple foods,
their uses, and
origins with some
accuracy and
effectiveness.
The visual
presentation
uses language,
symbols, and
visuals to show
the staple foods,
their uses, and
origins with limited
accuracy and
effectiveness.
Unit 5 Culminating Activity: Food from Canadian

and Global Perspectives
Name: ________________________________________________________________________
Date: _________________________________________________________________________
You are planning a menu for a food festival hosted for exchange students attending chef
school. Your job is to make other chefs-in-training understand the origins of your
country/culture (other than Canada). Your welcoming address to the chefs-in-training
will include:
A prepared dish to represent the country/culture.
A list of at least three other foods (with the recipes) typical of the country.
A list and description of the equipment that is used and how the food typically would
be served.
A description of the main staple foods used in the country.
A description of the customs and traditions associated with the food and/or country.
Regional foods in Canada that may be influenced by this countrys food (where
immigrants tend to locate, restaurants that serve this type of food, etc.).
Use Chapter 27, Diversity in Food, pages 54975 of Food for Today, for the core
information as it relates to topics covered in Chapters 2226.
EVALUATION
Expectations
Demonstrate an understanding of our Canadian food heritage.
Identify food supply and production industries in Canada.
Describe the relationship among family customs, traditions, and food using Social
Science research methods.
Knowledge/Understanding
Using terminology and concepts including:
Foods specific to country chosen.
Staple foods.
A description of the customs and traditions associated with the food and/or country.
Thinking/Inquiry
Presenting appropriate information from Unit 5:
Connects the reasons these foods are typical (culture, religion, geographic
influences, etc.)
Connects regional foods in Canada that may be influenced by this countrys food
(where immigrants tend to locate, restaurants that serve this type of food, etc.).
Communication
Communicating information and ideas:
Writes or presents clearly and concisely.
Presenting in an interesting manner:
Creates an environment typical of the country (music, flags, colours, additional
pictures, artefacts, etc.).
Application
Making connections to foods and recipes related to the country:
Applies procedures, equipment, and technology to produce the recipe.
Lists and describes the equipment that is used and how the food typically would
be served.
Category
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Knowledge/
Understanding
The presentation
demonstrates a
high degree of
knowledge, facts,
and terms by:
Showing many
typical foods of the
country.
Identifying the
staple foods and
uses in the cuisine
with a high degree
of effectiveness.
The presentation
demonstrates
considerable
knowledge, facts,
and terms by:
Showing several
country.
Identifying the
staple foods and
uses in the cuisine
with considerable
effectiveness.
The presentation
demonstrates
some knowledge,
facts, and terms by:
Showing some
country.
Identifying the
staple foods and
uses in the cuisine
with some
effectiveness.
The presentation
demonstrates
limited knowledge,
facts, and terms by:
Showing few
foods of the
country.
Identifying the
staple foods and
uses in the cuisine
with limited
effectiveness.
Thinking/
Inquiry
The presentation
uses critical and
creative thinking
skills with a
high degree of
effectiveness by:
Providing many
reasons these
foods are typical.
Providing in-depth
examples in the
local community
and/or Canada
that are influenced
by the chosen
countrys food.
The presentation
uses critical and
creative thinking
skills with
considerable
effectiveness by:
Providing several
reasons these
foods are typical.
Providing several
examples in the
local community
and/or Canada
that are influenced
by the chosen
countrys food.
The presentation
uses critical and
creative thinking
skills with some
effectiveness by:
Providing some
reasons these
foods are typical.
Providing some
examples in the
local community
and/or Canada
that are influenced
by the chosen
countrys food.
The presentation
uses critical and
creative thinking
skills with limited
effectiveness by:
Providing few
reasons these
foods are typical.
Providing few
examples in the
local community
and/or Canada
that are influenced
by the chosen
countrys food.
10

Communication
The presentation
communicates the
ideas with a high
degree of clarity by:
Always using
proper paragraph
and sentence
structure and
ensuring the
text is free of
errors in spelling
or grammar.
Creating an
environment
uniquely reflective
of the country/
culture.
The presentation
communicates
the ideas with
considerable
clarity by:
Usually using
proper paragraph
and sentence
structure and
ensuring the text
is mostly free of
errors in spelling
or grammar.
Creating an
environment
reflective of the
country/culture.
The presentation
communicates the
ideas with some
clarity by:
Sometimes using
proper paragraph
and sentence
structure and
having some
errors in spelling
or grammar.
Creating an
environment
somewhat
reflective of the
country/culture.
The presentation
communicates the
ideas with limited
clarity by:
Seldom using
proper paragraph
and sentence
structure and
having many
errors in spelling
or grammar.
Creating an
environment
reflective of the
country/culture
with limited
effectiveness.
Application
The analysis of
the food made
includes:
A list and
description
of equipment,
demonstrating the
use of equipment
and procedures
with a high degree
of effectiveness.
The analysis of
the food made
includes:
A list and
description
of equipment,
demonstrating the
use of equipment
and procedures
with considerable
effectiveness.
The analysis of
the food made
includes:
A list and
description
of equipment,
demonstrating the
use of equipment
and procedures
with some
effectiveness.
The analysis of
the food made
includes:
A list and
description
of equipment,
demonstrating the
use of equipment
and procedures
with limited
effectiveness.
11
Canadian Aboriginal Peoples Food Heritage

From the group presentations for Learning Portfolio Activity 2 or from pages 45172 of
Food for Today, complete the chart below.
Aboriginal
Peoples
Geographic Areas
of Canada and
Influences of Crops
Lifestyle
Common Foods
(Crops, Animals,
Foods Prepared)
1. Woodlands
2. Plains
3. Plateau
4. Pacific Coast
5. Mackenzie
and Yukon
River Basins
6. Inuit
12
Map of Canada
A Modern-Day Bannock
13
Answer the following questions, considering the bannock recipe on page 459 of Food
for Today and possible variations.
1. List the ingredients for bannock.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. Aboriginal Peoples did not buy their ingredients at the local grocery store.
How would they prepare each of the ingredients for bannock?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. What different ingredients might Aboriginal Peoples have used for variations
of bannock?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. How might Aboriginal Peoples have eaten this food? Consider other foods they
usually ate.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5. How might bannock be made more nutritious?
__________________________________________________________________________
__________________________________________________________________________
6. Where do you see similar foods today? List some variations.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
7. Consider other bread-type recipes. List variations in different cultures and countries.
__________________________________________________________________________
__________________________________________________________________________
A Taste of Canada
14
Complete the following according to your regional recipe:

Recipe: ___________________________
___________________________________
___________________________________
Ingredients: _______________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Region(s): _________________________
___________________________________
___________________________________
1. Explain the factors that led you to say that this recipe (or ingredients) is (are) typical
of this region.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. Explain how the dish is typically served or eaten. With what is it usually served?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. Which cultural groups have an influence on this region? How do they influence the
foods of the region?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. What types of similar foods are found in other regions or countries?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Research Methods for Household Spending on Food

15
Determine the suitability of using each research method to find information about
household spending on food.
Research Method
Suitability
Ways to Conduct Research
QUANTITATIVE
Experiments
Surveys
Content Analysis
QUALITATIVE
Observations
Interviews
Meals of the World Case Studies

16
Meals of the World Group Questions

17
1. In which country or region do you think your meal is typically eaten?

__________________________________________________________________________
2. What do you think your meal is missing? What does it have a lot of?
__________________________________________________________________________
__________________________________________________________________________
3. What are some advantages and disadvantages of your meal?
__________________________________________________________________________
__________________________________________________________________________
4. What kind of equipment and resources would be needed to make the meal?
__________________________________________________________________________
__________________________________________________________________________
5. How do you think the availability of equipment and resources will vary in different
countries?
__________________________________________________________________________
__________________________________________________________________________
6. Do you think everyone in your country would eat the same foods? Why or why not?
__________________________________________________________________________
__________________________________________________________________________
7. Is this distribution of meals fair?
__________________________________________________________________________
__________________________________________________________________________
8. Does this scenario have anything to do with the real world?
__________________________________________________________________________
__________________________________________________________________________
9. What may lead to this unequal distribution of food in your community? In Canada?
Around the world?
__________________________________________________________________________
__________________________________________________________________________
10. What can you do in your daily life to combat the unequal distribution of resources?
__________________________________________________________________________
__________________________________________________________________________
Unit 5 Test: Food from Canadian and Global Perspectives

18
KNOWLEDGE/UNDERSTANDING
1. The Woodlands People inhabited which regions?
a) The Arctic regions
b) The West Coast
c) Central and Eastern Canada
d) The Rocky Mountains
2. Aboriginal Peoples of the Plateau and Pacific Coast depended most heavily on:
a) Salmon
b) Buffalo
c) Corn
3. Typical foods of Mexico would contain:
a) Plantain
b) Corn
c) Millet
4. Scandinavian countries rely most heavily on which food?
a) Chicken
b) Rice
c) Corn
d) Fish
5. Which of the following would not be considered a staple food?
a) Spices
b) Millet
c) Wheat
d) Rice
6. Which of the following is considered qualitative research?
a) Interviews
b) Experiments
c) Surveys
d) Content analysis
19
7. _____________ is a mixture of powdered dried meat, fat, and berries.

a) Tourtire
b) Chaudire
c) Bannock
d) Pemmican
8. Fish chowder was a traditional dish of early settlers to Canada. It was called:
a) Tourtire
b) Chaudire
c) Bannock
d) Pemmican
9. If all the food in the world was divided evenly among everyone:
a) Nobody would have enough food
b) Everyone would have enough food
c) People would become nutritionally deficient
10. A place where people come together to cook large quantities of food to reduce
overall costs for everyone is:
a) Good Food Box
b) Community kitchens
c) Community gardens
d) Food banks
THINKING/INQUIRY
11. Compare the foods identified in Eating Well with Canadas Food Guide, First
Nations, Mtis, and Inuit to those in Eating Well with Canadas Food Guide, showing
similarities and differences.
12. Develop a mind map or organizer highlighting one staple food, the countries where
it is a staple of cooking, and why. From there, show a number of different foods that
may be made from this staple food.
COMMUNICATION
13. Develop a pamphlet or poster to advertise one of the regions of Canada. You want
tourists to try the food in the region and to understand why it is typical.
14. Write a letter to the prime minister describing the local and global food security
situation. In the letter, explain the hunger situation and possible solutions to remedy
the problem.
20
APPLICATION
15. You are hosting three exchange students from different regions of the world for three
days. You and your family want to make each feel at home while experiencing
different cuisines. Prepare a different menu for each of the three days, focussing
on each of your exchange students for one day. After each of the menus, write a
short paragraph explaining to the others why you have chosen these typical foods.
16. You are a famous Canadian chef who is representing Canada at a competition.
You must present foods typical of your country and explain their importance and
influence. As a conclusion to your presentation, you must give your philosophy
on Canadian cuisine.
21
Course Culminating Activity:

Food and NutritionBringing It All Home
Name: ________________________________________________________________________
Date: _________________________________________________________________________
You have learned a great deal throughout this Food and Nutrition course. You will apply
the knowledge and skills in preparing a meal for your family and/or friends.
You will plan a nutritious meal that addresses the needs of your guests. Although you
may ask others to help prepare the meal, you must do all the planning.
To Prepare for Your Meal
1. Send an invitation to each of your guests (at least two other people). Provide a
sample invitation in your assignment.
2. Create an attractive menu of what will be served. Provide a sample in your assignment.
To Show Your Preparation for the Menu
1. Use Blackline Master 5-13, Grocery List, to itemize the groceries you will need.
In the list, indicate what you already have and what you need to buy.
2. Create a budget analysis on Blackline Master 5-14, Costing Out the Meal, to
estimate how much the entire meal will cost.
3. Create a planning sheet for completing the work on Blackline Master 5-15, Work Plan.
You may have others members of your family or guests assist you with the preparation.
4. Create a list of equipment you will need on Blackline Master 15, Work Plan,
including what each piece will be used for.
5. Create a glossary of six to ten cooking techniques you used while preparing the meal.
6. Provide one recipe that you made, describing the recipe format and the metric
conversions.
Reflecting on Your Meal
1. What were the influences on what you prepared? (social, available resources,
personal, cultural, etc.)
2. How have you met the needs and preferences of the group? Be specific about
different factors including age, nutritional needs, special diets, culture/religion,
dietary food laws, likes/dislikes, activity levels, etc.
3. How well did you match the guidelines in Eating Well with Canada`s Food Guide?
Record this information on Blackline Master 5-16, Eating Well with Canada`s
Food Guide.
22
4. How is the meal you served connected to Aboriginal Peoples foods, Canadas
regional foods, and/or foods of the world (e.g., specific foods, staples, etc.)?
EVALUATION
Expectations
Unit 1: Our Food Choices
Categorize the reasons people eat the food they eat.
Unit 2: Food Needs of Individuals and Families
Summarize the practical factors and demonstrate the skills involved in producing
appetizing and healthy foods for yourself and others.
Complete an assessment of the importance of meeting the food needs of family
members.
Unit 3: Nutrition, Health, and Well-Being
Analyse the responsibilities involved in maintaining nutritional health and well-being.
Unit 4: Achieving Wellness
Demonstrate an understanding of how to make informed food decisions when
dealing with stressful situations.
Unit 5: Food from Canadian and Global Perspectives
Demonstrate an understanding of our Canadian food heritage.
Knowledge/Understanding
Using terminology and concepts including:
Eating Well with Canada`s Food Guide and Canadas Guidelines for
Healthy Eating.
Cooking terms in a glossary.
Aboriginal Peoples foods, Canadas regional foods, and/or foods of the world.
Thinking/Inquiry
Using creative decision-making in presenting the information:
The factors influencing what is eaten (social, available resources, personal,
cultural, etc.).
How the needs and preferences of guests are met.
Provides one recipe made, describing the recipe format and the metric
conversions.
23
Communication
Writing or presenting clearly and concisely.
Creating an organization that displays and highlights the learnings.
Providing a sample menu.
Providing a sample invitation.
Application
Preparation and planning of the meal:
Grocery list.
Budget/meal costing.
Work planning sheet (time plan).
List of equipment needed, including purpose for each piece.
Category
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Knowledge/
Understanding
The presentation
demonstrates a
high degree of
knowledge of facts
and terms by:
Using concepts
of Eating Well with
Canadas Food
Guide and
Guidelines.
Using cooking
terms.
Using main ideas
from Aboriginal
Peoples foods,
Canadas regional
foods, and/or
foods of the world
with a high degree
of effectiveness.
The presentation
demonstrates
considerable
knowledge of facts
and terms by:
Using concepts
of Eating Well with
Canadas Food
Guide and
Guidelines.
Using cooking
terms.
Using main ideas
from Aboriginal
Peoples foods,
Canadas regional
foods, and/or
foods of the world
with considerable
effectiveness.
The presentation
demonstrates
some knowledge
of facts and terms
by:
Using concepts
of Eating Well with
Canadas Food
Guide and
Guidelines.
Using cooking
terms.
Using main ideas
from Aboriginal
Peoples foods,
Canadas regional
foods, and/or
foods of the world
with some
effectiveness.
The presentation
demonstrates
limited knowledge
of facts and terms
by:
Using concepts
of Eating Well with
Canadas Food
Guide and
Guidelines.
Using cooking
terms.
Using main ideas
from Aboriginal
Peoples foods,
Canadas regional
foods, and/or
foods of the world
with limited
effectiveness.
24

Category
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Thinking/
Inquiry
The presentation
uses critical and
creative thinking
skills with a
high degree of
effectiveness by:
Providing the
factors influencing
what is eaten.
Considering
the needs and
preferences of
guests and how
they are met with
a high degree of
effectiveness.
The presentation
uses critical and
creative thinking
skills with
considerable
effectiveness by:
Providing the
factors influencing
what is eaten.
Considering
the needs and
preferences of
guests and how
they are met with
considerable
effectiveness.
The presentation
uses critical and
creative thinking
skills with some
effectiveness by:
Providing the
factors influencing
what is eaten.
Considering
the needs and
preferences of
guests and how
they are met
with some
effectiveness.
The presentation
uses critical and
creative thinking
skills with limited
effectiveness by:
Providing the
factors influencing
what is eaten.
Considering
the needs and
preferences of
guests and how
they are met
with limited
effectiveness.
Communication
The presentation
communicates
ideas with a high
degree of clarity by:
Always using
proper paragraph
and sentence
structure and
ensuring the text is
free of errors
in spelling or
grammar.
Creating a format
that organizes the
information in a
meaningful way
with a high degree
of effectiveness.
The presentation
communicates
ideas with
considerable
clarity by:
Usually using
proper paragraph
and sentence
structure and
mostly free of
errors in spelling
or grammar.
Creating a format
that organizes the
information in a
meaningful way
with considerable
effectiveness.
The presentation
communicates
ideas with some
clarity by:
Sometimes using
proper paragraph
and sentence
structure and
somewhat free of
errors in spelling
or grammar.
Creating a format
that organizes the
information in
a meaningful
way with some
effectiveness.
The presentation
communicates
ideas with limited
clarity by:
Seldom using
proper paragraph
and sentence
structure and
rarely ensuring the
text is free of
errors in spelling
or grammar.
Creating a format
that organizes the
information in
a meaningful
way with limited
effectiveness.
Application
The preparation
work integrates:
Grocery list.
Budget/meal
costing.
Work planning
sheet (time plan).
Equipment list
with a high degree
of effectiveness.
The preparation
work integrates:
Grocery list.
Budget/meal
costing.
Work planning
sheet (time plan).
Equipment list
with considerable
effectiveness.
The preparation
work integrates:
Grocery list.
Budget/meal
costing.
Work planning
sheet (time plan).
Equipment list
with some
effectiveness.
The preparation
work integrates:
Grocery list.
Budget/meal
costing.
Work planning
sheet (time plan).
Equipment list
with limited
effectiveness.
25
Grocery List
Recipe/Menu Item
What Is Needed
How Much
Have It
Need to Get
How Much
Have It
Need to Get
Recipe/Menu Item
What Is Needed
26
Costing Out the Meal

Food Item
Have It
or Need It
Cost of Item
Bought
Estimated Cost
of Amount Used
27
Work Plan
Menu
What I Need to Do
Time Plan/Schedule of Preparation

Start Time
Equipment List
End Time
Purpose of Equipment
Eating Well with Canadas Food Guide

28
Food
Grain
Product
s
Vegetables
and Fruit
Milk and
Alternatives
Meat and
Alternatives
Total Servings for This Meal

Required Servings Per Day
Difference to Be Made Up
the Rest of the Day
29

Unit 5 Diagnostic Quiz 2015

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Unit 5 Diagnostic Quiz:

Food from Canadian and Global Perspectives

BLACKLINE MASTER 5-1 (continued)

6. According to Statistics Canada,

BLACKLINE MASTER 5-1 (continued)

12. List ten products that use corn as a component.

16. Describe the meaning of Food Freedom Day.

Unit 5 Learning Portfolio:

ACTIVITY 2: Food Artefacts of Canadian Aboriginal Peoples Past (Communication)

BLACKLINE MASTER 5-2 (continued)

ACTIVITY 3: A Modern-Day Bannock (Application)

ACTIVITY 4: The Diversity of Regional Foods (Thinking/Inquiry)

BLACKLINE MASTER 5-2 (continued)

ACTIVITY 5: A Taste of Canada (Application)

BLACKLINE MASTER 5-2 (continued)

ACTIVITY 6: Food Freedom Day and Research Methods (Thinking/Inquiry)

ACTIVITY 7: Food Distribution in Canada and the World (Thinking/Inquiry)

BLACKLINE MASTER 5-2 (continued)

The essay uses

The essay uses

The essay uses

The essay uses

ACTIVITY 8: A Visual Presentation of Staple Foods (Communication)

Unit 5 Culminating Activity: Food from Canadian

BLACKLINE MASTER 5-3 (continued)

BLACKLINE MASTER 5-3 (continued)

Canadian Aboriginal Peoples Food Heritage

Complete the following according to your regional recipe:

Research Methods for Household Spending on Food

Ways to Conduct Research

Meals of the World Case Studies

Meals of the World Group Questions

1. In which country or region do you think your meal is typically eaten?

Unit 5 Test: Food from Canadian and Global Perspectives

BLACKLINE MASTER 5-11 (continued)

7. _____________ is a mixture of powdered dried meat, fat, and berries.

BLACKLINE MASTER 5-11 (continued)

Course Culminating Activity:

BLACKLINE MASTER 5-12 (continued)

BLACKLINE MASTER 5-12 (continued)

BLACKLINE MASTER 5-12 (continued)

Costing Out the Meal

Time Plan/Schedule of Preparation

Eating Well with Canadas Food Guide

Total Servings for This Meal

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