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HFA4U, Grade 12, Nutrition & Health

HFA4U, Grade 12, Nutrition & Health

C$600.00Price

  • HFA4U COURSE OUTLINE

    Course Title: Nutrition & Health

    Grade: 12

    Ministry Course Code: HFA4U

    Course Type: University

    Credit Value: 1.00

    Course Hours: 112

    Department: Social Sciences & Humanities

    Revision Date: N/A

    Policy Document: Social Sciences & Humanities, The Ontario Curriculum, Grades 9 to 12, 2013 (Revised) http://www.edu.gov.on.ca/eng/curriculum/secondary/ssciences9to122013.pdf



    COURSE DESCRIPTION


    This course examines the relationships between food, energy balance, and nutritional status; the nutritional needs of individuals at different stages of life; and the role of nutrition in health and disease. Students will evaluate nutrition-related trends and will determine how food choices can promote food security and environmental responsibility. Students will learn about healthy eating, expand their repertoire

    of food-preparation techniques, and develop their social science research skills by investigating issues related to nutrition and health.



    OVERALL EXPECTATIONS


    RESEARCH & INQUIRY SKILLS

    Throughout this course, students will:

    A1. Exploring: explore topics related to nutrition and health, and formulate questions to guide their research;

    A2. Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods;

    A3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry;

    A4. Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills


    NUTRITION & HEALTH

    By the end of this course, students will:

    B1. Nutrients: demonstrate an understanding of nutrients and their connection to physical health;

    B2. Food Guides: demonstrate an understanding of Canada’s Food Guide and its role in promoting physical health;

    B3. Energy Balance: demonstrate an understanding of the physical processes involved in maintaining energy balance;

    B4. Nutritional Status: demonstrate an understanding of their nutrient intake and of factors that affect the nutritional status of individuals and groups.


    EATING PATTERNS & TRENDS

    By the end of this course, students will:

    C1. Nutrition throughout the Lifespan: demonstrate an understanding of food- and nutrition-related issues at different stages in the lifespan;

    C2. Nutrition and Disease: demonstrate an understanding of the relationships between nutrition, health, and disease;

    C3. Trends and Patterns in Food and Nutrition: demonstrate an understanding of current Canadian trends and patterns in nutritional guidelines and in food production and consumption.


    LOCAL & GLOBAL ISSUES

    By the end of this course, students will:

    D1. Food Security: demonstrate an understanding of various factors involved in achieving and maintaining food security;

    D2. Food Production and Supply: demonstrate an understanding of various factors that affect food production and supply;

    D3. Food Production and the Environment: demonstrate an understanding of the impact of food production on the environment.


    OUTLINE OF COURSE CONTENT


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    EVALUATION SCHEME


    A final grade (percentage mark) is calculated at the end of the course and reflects the quality of the student’s achievement of the overall expectations of the course, in accordance with the provincial curriculum.


    The final grade will be determined as follows:


    • Seventy percent (70%) of the grade will be based on evaluation conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.


    • Thirty percent (30%) of the grade will be based on a final evaluation administered at or towards the end of the course. This evaluation will be based on evidence from one or a combination of the following: an examination, a performance, an essay, and/or another method of evaluation suitable to the course content. The final evaluation allows the student an opportunity to demonstrate comprehensive achievement of the overall expectations for the course.

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TEACHING AND LEARNING STRATEGIES

A variety of teaching and learning strategies are used to allow students many opportunities to attain the necessary skills for success in this course and in future studies. In all activities, consideration will be taken to ensure that individual students’ multiple intelligences and learning strengths are addressed through the use of varied and multiple activities in each lesson.

STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE

The primary purpose of assessment and evaluation is to improve student learning. Assessment and evaluation is based on the Ministry of Education’s Growing Success policy document, which articulates the Ministry’s vision for how assessment and evaluation is practiced in Ontario schools.

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Growing Success describes the three assessment types as follows:

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  • Assessment as Learning: focuses on the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modelling external, structured opportunities for students to assess themselves.

     

  • Assessment for Learning: the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there.

     

  • Assessment of Learning: the assessment that becomes public and results in statements or symbols about how well students are learning.

ASSESSMENT AND EVALUATION

A variety of teaching and learning strategies are used to allow students many opportunities to attain the necessary skills for success in this course and in future studies. In all activities, consideration will be taken to ensure that individual students’ multiple intelligences and learning strengths are addressed through the use of varied and multiple activities in each lesson.

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PLAGIARISM

Plagiarism is a serious offense. It is defined as taking words, phrasing, sentence structure, or any other element of the expression of another person’s ideas, and using them as if they were your own. Plagiarism is a violation of another person’s rights, whether the material taken is great or small.Students will be assisted in developing strategies and techniques to avoid plagiarism. They need to be aware that plagiarized term work will be penalized and could result in a mark of zero.

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