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FOD2130 Vegetarian Cuisine

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

Description
Students learn to create healthy, wholesome vegetarian diets by preparing suitable foods in a variety of ways.
Prerequisite
FOD1010: Food Basics
Parameters
Access to a personal or commercial food preparation facility.

Outcomes The student will:

  • 1 describe the rationales for various vegetarian eating patterns

    • 1.1 differentiate among vegetarian eating patterns, including:

      • 1.1.1 vegan

      • 1.1.2 ovo

      • 1.1.3 lacto

      • 1.1.4 ovo/lacto

      • 1.1.5 incorporation of vegetarian foods within conventional eating patterns

    • 1.2 compare factors that motivate individuals and groups to follow vegetarian eating patterns, including:

      • 1.2.1 traditional dietary patterns

      • 1.2.2 religion

      • 1.2.3 ethical/moral considerations

      • 1.2.4 health concerns

      • 1.2.5 economic

    • 1.3 assess barriers to wholesome vegetarian eating patterns, considering:

      • 1.3.1 reliability of nutrition information

      • 1.3.2 palatability

      • 1.3.3 conventional attitudes toward eating patterns

      • 1.3.4 time required for preparation of some pulses

  • 2 identify the critical nutritional elements of wholesome vegetarian eating

    • 2.1 describe the provision of adequate proteins, considering various factors including:

      • 2.1.1 essential amino acids

      • 2.1.2 nonessential amino acids

      • 2.1.3 protein complementarity

      • 2.1.4 biological value of protein foods

    • 2.2 describe the provision of the following nutrients in adequate amounts through vegetarian eating patterns:

      • 2.2.1 vitamin B12

      • 2.2.2 iron

      • 2.2.3 calcium

      • 2.2.4 calories

    • 2.3 assess the nutritional advantages of vegetarian eating patterns, considering:

      • 2.3.1 fat content

      • 2.3.2 fibre content

    • 2.4 analyze pulses and tofu as vegetarian food choices, considering:

      • 2.4.1 nutritional value

      • 2.4.2 palatability

      • 2.4.3 availability

      • 2.4.4 cultural significance

      • 2.4.5 cost

    • 2.5 list and evaluate meat substitutes, considering:

      • 2.5.1 availability

      • 2.5.2 nutrition labelling and information

      • 2.5.3 palatability

      • 2.5.4 cost

      • 2.5.5 convenience

      • 2.5.6 need for and role of additives

      • 2.5.7 adaptability to conventional meal patterns

    • 2.6 assess alternatives for following a vegetarian food pattern when eating out, considering:

      • 2.6.1 diversity of choice

      • 2.6.2 palatability

      • 2.6.3 reliability of nutrition information

      • 2.6.4 cost

    • 2.7 identify strategies for increasing the acceptability of vegetarian foods, considering:

      • 2.7.1 familiarity of foods and dishes

      • 2.7.2 personal biases about foods

      • 2.7.3 conventional notions about meal planning

      • 2.7.4 sensory appeal foods

    • 2.8 describe and adapt meal plans to incorporate vegetarian protein sources by developing and analyzing meal plans for ovo/lacto or vegan vegetarians for at least three days

  • 3 demonstrate knowledge and skills in the selecting, preparing and evaluating of foods within the context of vegetarian meal planning

    • 3.1 plan and prepare a minimum of five vegetarian dishes, including:

      • 3.1.1 dishes containing tofu or soy; e.g., drinks, stir-fry, casseroles

      • 3.1.2 dishes containing pulses; e.g., main courses, soups, salads, dips

      • 3.1.3 dishes appropriate for ovo/lacto eating patterns; e.g., quiche, soufflé, omelet

      • 3.1.4 foods that demonstrate protein complementarity; e.g., nut/bean, grain/bean

      • 3.1.5 “portable” foods appropriate for vegetarian eating patterns; e.g., sandwich fillings, dips

    • 3.2 evaluate one vegetarian dish according to one or more of the following:

      • 3.2.1 nutrition

      • 3.2.2 preparation time

      • 3.2.3 cost

      • 3.2.4 quality standards

  • 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 2011. Source document, © Alberta Education.