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FOD2030 Food Decisions & Health

Intermediate · 1 credit · HRH - Health, Recreation, and Human Services

Description
Students learn how to balance the energy equation by using strategies for food intake analysis and preparing appropriate foods that help fuel the body efficiently and effectively.
Prerequisite
FOD1010: Food Basics
Parameters
Access to a personal or commercial food preparation facility.
Supporting courses
FOD1080: Food & Nutrition Basics

Outcomes The student will:

  • 1 describe the relationships between body image, wellness, healthy eating and active living

    • 1.1 describe basic body shapes

    • 1.2 identify psychological and social factors that influence body image

    • 1.3 describe body composition, considering the following factors:

      • 1.3.1 health costs of unhealthy lifestyle choices; e.g., tobacco use for weight management, fad diets, physical inactivity

      • 1.3.2 body weight versus body composition

      • 1.3.3 methods of measuring body composition

      • 1.3.4 variables in ideal body composition

    • 1.4 discuss why most diets are ineffective and interfere with natural metabolism and hunger regulation, and:

      • 1.4.1 formulate and apply criteria for evaluation of diets

      • 1.4.2 compare concepts of maintaining a healthy body weight versus dieting to manage weight

  • 2 describe strategies for achieving and maintaining adequate food intake, according to Eating Well with Canada’s Food Guide, and healthy active living, according to Canada’s Physical Activity Guide to Healthy Active Living

    • 2.1 predict the impact of food intake and active living on the energy balance equation and changes in energy input and energy output by:

      • 2.1.1 evaluating factors influencing energy input

      • 2.1.2 analyzing the significance of food patterns in altering energy input

      • 2.1.3 differentiating among factors that affect energy output

      • 2.1.4 comparing energy output required for different types and levels of physical activity

      • 2.1.5 discussing goals for achieving and maintaining healthy body composition

    • 2.2 analyze personal energy balance equation

  • 3 demonstrate knowledge and skill in the planning, preparing and evaluating of suitable foods for achieving growth and development during teen years

    • 3.1 select, prepare and evaluate a minimum of five recipes suitable for healthy living

    • 3.2 prepare a homemade snack and compare the nutritional values to a comparable commercial snack; e.g., granola, granola bar, cookies, muffins

    • 3.3 select, prepare and evaluate the effectiveness of foods in meeting the goals of optimal nutrition, considering:

      • 3.3.1 different cooking methods; e.g., deep-fried potatoes versus oven-baked potatoes

      • 3.3.2 varying ingredients; e.g., fat substitution with fruit purée

    • 3.4 plan, prepare and evaluate a healthy balanced meal to assist with the achievement of:

      • 3.4.1 growth and development during teen years

      • 3.4.2 healthy body weight

  • 4 identify and demonstrate safe and sanitary practices

    • 4.1 maintain a clean, sanitary, safe work area

    • 4.2 apply universal precautions related to:

      • 4.2.1 personal protective equipment (PPE); e.g., hair coverings, aprons, gloves

      • 4.2.2 hand-washing techniques

      • 4.2.3 infectious diseases

      • 4.2.4 blood-borne pathogens

      • 4.2.5 bacteria, viruses, molds

      • 4.2.6 safety and first-aid applications; e.g., back safety, cuts, slip and trip hazards

    • 4.3 use all materials, products and implements appropriately

    • 4.4 clean, sanitize and store materials, products and implements correctly

    • 4.5 dispose of waste materials in an environmentally safe manner

  • 5 demonstrate basic competencies

    • 5.1 demonstrate fundamental skills to:

      • 5.1.1 communicate

      • 5.1.2 manage information

      • 5.1.3 use numbers

      • 5.1.4 think and solve problems

    • 5.2 demonstrate personal management skills to:

      • 5.2.1 demonstrate positive attitudes and behaviours

      • 5.2.2 be responsible

      • 5.2.3 be adaptable

      • 5.2.4 learn continuously

      • 5.2.5 work safely

    • 5.3 demonstrate teamwork skills to:

      • 5.3.1 work with others

      • 5.3.2 participate in projects and tasks

  • 6 identify possible life roles related to the skills and content of this cluster

    • 6.1 recognize and then analyze the opportunities and barriers in the immediate environment

    • 6.2 identify potential resources to minimize barriers and maximize opportunities

Program of Studies 2010. Source document, © Alberta Education.