Food Studies 10

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to know the following:

Students are expected to be able to do the following:

Big Ideas

Big Ideas

Consumer needs and preferences inform food production and preparation.
Social, ethical, and sustainability considerations impact design.
Complex tasks require different technologies and tools at different stages.

Content

Learning Standards

Content

meal design opportunities
elements of meal preparation, including principles of meal planning
for example, social and cultural considerations; serving amounts, budget, resources, timing, skill level required; seasonality and accessibility of foods; food presentation
and eating practices
with whom, what, when, how, why, where food is consumed in a variety of situations (e.g., informal, formal, special occasions and cultural etiquette)
causes and consequences of food contamination outbreaks
First Peoples food protocols
will vary depending on the traditions and practices of local First Peoples
, including land stewardship, harvesting/gathering, food preparation and/or preservation, ways of celebrating, and cultural ownership
ethics of cultural appropriation
use of a cultural motif, theme, “voice”, image, knowledge, story, or recipe shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn
relationship between eating practices and mental and physical well-being
food trends, including nutrition, marketing, and food systems
growing, harvesting, processing, packaging, transporting, marketing, consumption, and disposal of food and food-related items
simple and complex global food systems and how they affect food choices, including environmental, ethical, economic, and health impacts

Curricular Competency

Learning Standards

Curricular Competency

Applied Design

Understanding context
  • Observe and research the context of a meal preparation task or process
Defining
  • Identify and analyze points of view for a chosen meal design task or process
  • Identify potential consumers
    for example, individuals who engage with a food product, such as in producing, designing, or eating
    and contexts
  • Identify criteria for success, intended impact, and any constraints
    for example, available technologies, resources, expense, environmental impact, dietary restrictions and preferences
  • Identify the physical capacities and limitations of workspaces
Ideating
  • Engage in appropriate risk taking
    creative thinking and application of new and unfamiliar ideas
    to creatively respond to challenges
    such as time, space, economics, skill set, resources
  • Analyze impacts of competing social, ethical, economic, and sustainability factors on food choices and preparation
  • Choose an idea to pursue, using sources of inspiration
    may include personal experiences, exploration of First Peoples perspectives and knowledge, the natural environment, places, cultural influences, and people, including consumers and professionals
    and information
    may include First Nations, Métis, or Inuit community experts; secondary sources; collective pools of knowledge in communities; food science and food security
  • Maintain an open mind about potentially viable ideas
Prototyping
  • Select and combine appropriate levels of form, scale, and detail for prototyping
  • Experiment with a variety of tools, ingredients, and processes to create and refine food products
  • Compare, select, and employ techniques that facilitate
    For example, when is it of greater value to employ estimation or precision measurement, or to use a convenience form of a food product?
    a given task or process
  • Evaluate a variety of materials for effective use and potential for reuse, recycling, and biodegradability
Testing
  • Identify sources of feedback
    may include First Nations, Métis, or Inuit community experts; keepers of other traditional cultural knowledge and approaches; peers, consumers, and professionals
  • Develop appropriate tests
    for example, when to taste test, appropriate people to test, suitable product standards
    for the prototype
  • Use feedback to make appropriate changes
Making
  • Make a step-by-step plan for production
  • Create food products, working individually or collaboratively, and making changes as needed
  • Use food materials in ways that minimize waste
  • Identify and use appropriate tools, technologies
    tools that extend human capabilities
    , materials, and processes for production
Sharing
  • Decide on how and with whom to share
    may include tasting by others, giving away, or marketing and selling
    prepared food products
  • Critically evaluate the success of meals, and explain how design ideas contribute to the individual, family, community, and environment
  • Assess their ability to work effectively both as individuals and collaboratively

Applied Skills

Demonstrate an awareness of precautionary and emergency safety procedures
including food safety and sanitation, health, digital literacy
for self and others
Identify and assess their skills and skill levels
Develop specific plans to refine existing skills or learn new skills

Applied Technologies

Choose, adapt, and if necessary learn more about appropriate tools and technologies to use for food preparation tasks
Evaluate impacts
personal, social, and environmental
, including unintended negative consequences, of choices made about technology use
Evaluate the influences of land, natural resources, and culture on the development and use of tools and technologies