Food Studies 11

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

Services and products can be designed through consultation and collaboration.
Personal design interests require the evaluation and refinement of skills.
Tools and technologies can be adapted for specific purposes.

Content

Learning Standards

Content

meal and recipe design opportunities
components of recipe development and modification, including
  • ingredients
  • functions
  • proportions
  • temperatures
  • preparation methods
issues involved with food security
access to safe and nutritionally sound food
, including causes and impacts of food recalls
past and/or present, local and/or global
factors
for example, why food guides are created, types of foods included, influences on decision making, new nutritional information
involved in the creation of international and regional food guides
First Peoples food guides
for example, Canada’s Food Guide for First Nations, Inuit, and Métis
ethics of cultural appropriation
using or sharing a cultural motif, theme, “voice,” image, knowledge, story, recipe, or practice 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
food labelling
for example, regulations, nutrition facts, health claims, terminology, standards of composition, ingredients, calories, allergies, preservatives
roles and responsibilities of Canadian government agencies and food companies
food promotion and marketing strategies
including social media, print, television, product placement
and their impact on specific groups
for example, age groups, cultural groups, groups with different activity levels, niche markets
of people

Curricular Competency

Learning Standards

Curricular Competency

Applied Design

Understanding context
  • Observe and research the context of a meal and/or recipe preparation task or process
Defining
  • Identify potential users or consumers for a chosen meal or recipe design opportunity
  • Identify criteria for success, constraints
    limiting factors, such as availability of technologies and resources, expense, space, materials, time, environmental impact
    , and possible unintended negative consequences
  • Examine the physical capacities and limitations of the workspace
Ideating
  • Take creative risks in generating ideas and add to others’ ideas in ways that enhance them
  • Screen ideas against criteria and constraints, and prioritize them for prototyping
  • Critically evaluate how competing social, ethical, economic, and sustainability considerations impact choices of food products, techniques, and equipment
Prototyping
for example, testing the steps or ingredients needed to create a food product, or creating test samples of a food product
  • Identify, critique, and use a variety of sources of inspiration
    may include personal experiences, exploration of First Peoples perspectives and knowledge, the natural environment, places, cultural influences, social media, professionals
     and information
    may include professionals; First Nations, Métis, or Inuit community experts; secondary sources;  collective pools of knowledge in communities and collaborative atmospheres
  • 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 use techniques that facilitate
    for example, when to estimate versus when to use precise measurement, or when to use a convenience form of a food product
    a given task or process
Testing
  • Identify and communicate with sources of feedback
    may include peers; users; First Nations, Métis, or Inuit community experts; other experts and professionals both online and offline
  • Develop appropriate tests
    for example, when to taste test, appropriate people to test, suitable product standards
     of the prototype
  • Apply critiques to design and make changes
Making
  • Identify appropriate tools, technologies, food sources, processes, cost implications, and time needed for production
  • Create food product, incorporating feedback from self, others, and prototype testing
  • Share
    may include tasting by others, giving away, or marketing and selling
     progress while making to gather feedback
Sharing
  • Decide how and with whom to share finished product
  • Critically reflect on their design thinking and processes, and identify new design goals
  • Assess their ability to work effectively both individually and collaboratively, including their ability to share and maintain an efficient co-operative workspace
  • Identify and analyze new design possibilities, including how they or others might build on their concept

Applied Skills

Apply safety procedures
including food safety and sanitation, health, digital literacy
 for themselves, co-workers, and consumers in both physical and digital environments
Identify and assess skills needed for design interests, and develop specific plans to learn or refine them over time

Applied Technologies

Explore existing, new, and emerging tools, technologies
tools that extend human capabilities
, and systems to evaluate suitability for their design interests
Evaluate impacts, including unintended negative consequences, of choices made about technology use
Analyze the role technologies play in societal change
Examine how cultural beliefs, values, and ethical positions affect the development and use of technologies on a national and global level