Food Studies 10

Applied Design, Skills, and Technologies K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Food Studies Grade 10
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

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.

Learning Standards

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Curricular Competencies

Students are expected to be able to do the following:

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
    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
    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
    risk taking
    creative thinking and application of new and unfamiliar ideas 
    to creatively respond to challenges
    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
    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
    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
    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
    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
    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
    technologies
    tools that extend human capabilities 
    , materials, and processes for production
Sharing
  • Decide on how and with whom to share
    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
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
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

Content

Students are expected to know the following:
meal design opportunities
elements of meal preparation, including principles of meal planning
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
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
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
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
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
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.