1. 20010-11 Revised
St. Jean de Brebeuf Catholic High School
Family Studies Course Information Sheet
Course Title: Course Code: Prerequisite:
Any university, university/college, or
HFA4M college preparation course in social
Food and Nutritional Sciences
sciences and humanities, English, or
Canadian and world studies
COURSE DESCRIPTION
This course examines various nutritional, psychological, social, cultural, and global factors that influence
people’s food choices and customs. Students will learn about current Canadian and worldwide issues related
to food, frameworks for making appropriate dietary choices, and food-preparation techniques. This course
also refines students’ skills used in researching and investigating issues related to food and nutrition.
CONNECTION TO OUR CATHOLIC FAITH
This Course develops attitudes and supports values and behaviours based on Catholic social teachings.
Using Gospel values, students explore ethical issues relating to resources, technology, and environmental
issues concerning the global community.
Strands Overall Expectations
• Identify the social, psychological, economic, emotional, cultural,
SELF AND OTHERS religious, and physical factors that affect food choices;
• Summarize food-related issues that arise throughout the life cycle;
• Plan, perform, and present the results of an investigation into the
nutritional status of Canadians.
• Identify the source of nutrients and the role they play in the
PERSONAL AND SOCIAL maintenance of good health;
RESPONSIBILITIES • Determine the relationship among nutrition, lifestyle, health, and
disease;
• Identify examples of entrepreneurship in the food industry, and
occupations related to food and nutrition sciences.
• Identify the components and foods that form the basis of various
DIVERSITY, cuisines around the world;
INTERDEPENDENCE • Identify the economic, political, and environmental factors that
AND GLOBAL affect food production and supply throughout the world;
CONNECTIONS • Identify the factors that are critical to achieving and maintaining
food security and eliminating hunger.
• Predict trends in the preparation of foods in the home and in the
SOCIAL CHALLENGES commercial sector;
• Describe noticeable trends in food-consumption patterns.
• Use appropriate social science research methods in the investigation
RESEARCH AND of food-related issues;
INQUIRY SKILLS • Correctly use terminology associated with food and nutrition;
• Communicate the results of their inquiries effectively.

2. Units and Timelines
Unit Title Approximate Time
Nutrition Essentials for Health and Well-being 28 hours
The Role of Nutrition Throughout the Lifecycle 22 hours
Canadian and Global Food Supply 25 hours
Contemporary Issues in Food 25 hours
Course Culminating Activity – Nutrition Resources for Target Groups 10 hours
Instructional strategies: modeled, shared and guided instruction, cooperative group learning, accountable talk, independent
application and consolidation, experiential learning, inquiry-based learning, robust thinking (critical analysis and reflection).
Assessment and Evaluation Breakdown
CATEGORIES
Knowledge/Understanding 20 % TERM 70% FINAL 30%
Thinking 15 %
Communication 10 % CPT EXAM
Application 25 % 10% 20%
Assessment and Evaluation Strategies: classroom presentations, conferences, essays, response journals, demonstrations,
interviews, learning logs, quizzes, tests, and exams, observations, performance tasks, portfolios, question and answers,
self-assessment. Assessment and Evaluation Tools: Checklists, exemplars, rating scales, rubrics, metacognition,
self and peer assessment, anecdotal notes.
Focus on Learning Skills
Responsibility Organization Independent Work Collaboration Initiative Self-Regulation
 Fulfils  Devises  Independently  Accepts various roles  Looks for and  Sets own
responsibiliti and monitors, assesses, and an equitable acts on new individual goals
es and follows a and revises plans share of work in a ideas and and monitors
commitment plan and to complete tasks group opportunities progress towards
s within the process and meet goals.  Responds positively for learning. achieving them.
learning for  Uses class time to the ideas,  Demonstrate  Seeks
environment. completin appropriately to opinions, values, and s the clarification or
assistance when
 Completes g work complete tasks. traditions of capacity for
needed.
and submits and tasks.  Follows others. innovation
class work,  Establishe instructions with  Builds healthy peer- and a  Assesses and
homework, s priorities minimal to-peer relationships willingness reflects critically
and and supervision. through personal to take risks. on own
assignments manages and  Demonstrate strengths, needs,
according to time to media-assisted s curiosity and interests.
agreed-upon complete interactions. and interest  Identifies
in learning.
timelines. tasks and  Works with others  Approaches
learning
 Takes achieve to resolve conflicts opportunities,
responsibilit goals. new tasks choices, and
and build consensus with a
y for and  Identifies, to achieve group positive
strategies to
manages gathers, goals. meet
own attitude. personal needs and
evaluates,  Shares information,
behaviour. and uses resources, and  Recognizes achieve goals.
informatio expertise, and and  Perseveres and
n, promotes critical advocates makes an effort
technolog appropriatel
thinking to solve problems and make when responding
y, and decisions. y for the to challenges.
resources rights of self
to and others
complete
tasks.

3. N.B. Additional Information Found in Student’s School Agenda/Board Policy:
Lates, Absences and Missed Assignments follow the YCDSB Assessment & Evaluation Guidelines, in compliance with the Ministry of
Education Policy on Assessment, Evaluation and Reporting.
Title of Textbook: ____TBA_________________Replacement Cost:______________________________
Name of Teacher: _______________________________________________________________________
________________________________________
________________________________________
Student Signature Parent/Guardian Signature