Unit On Canadian Eating Habits 2015

Canadian Eating Habits
Working in a group of three, create a questionnaire to be distributed to people you know

(e.g., family, friends, neighbours, co-workers) to examine their eating habits. Use the
information presented in Chapter 28 of Food for Today, First Canadian Edition, to assist
you in developing your questionnaire.
Your questionnaire should consist of two background questions and five content questions.
When creating your questions, refer to your notes and to Food for Today. Your questions
must be approved by the teacher and then word processed. Questionnaires will be
copied and each group member will distribute his or her questionnaire to five people.
After the questionnaires are returned to class, tally and analyse the data to examine
the eating habits of Canadians.
Your group is responsible for:
Creating a questionnaire, word processing it, and distributing it.
Tallying the data obtained from your groups questionnaires.
Creating a graph for each of the questions. You should use two different types of
graphs (e.g., bar graph, pie chart).
Creating a poster that shows the results of your research.
The poster should include the following:
A title.
A description of your research sample (e.g., sex, age, number of people in sample).
Five graphs created from the results of the questions. (Be sure to include a title for
each graph and label the x and y axis, if applicable).
An analysis of the data you obtained written in paragraph format and including:
A written summary of each graph explaining what your graph shows about the
sample surveyed.
A comparison of your results to those in Food for Today, identifying similarities
and differences.
An evaluation of the research process you followed (e.g., what worked, what
didnt, how you would do it differently next time).
When the posters are completed, your group will be responsible for presenting the
poster to the class.
Copyright 2004, McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. Permission to edit and reproduce this page is granted to the purchaser for
use in his/her classroom only. McGraw-Hill Ryerson shall not be held responsible for content if any revisions, additions, or deletions are made to this page.
Canadian Eating Habits Research ProjectEvaluation
Category
Criteria
Communication
Communicate the
results of your inquiries
effectively using a
variety of methods
Information presented
on poster is neat and
organized.
Poster is free
of spelling and
grammatical errors.
Title is clearly
presented.
Graphs contain all
required information
(title, labelled axes,
etc.).
Level
Four
(80100%)
Level
Three
(7079%)
Level
Two
(6069%)
Level
One
(5059%)
/10
Application
Compile a body of core
information on
the nutritional status
of Canadians and
determine personal
nutrient intake, using
a variety of print and
electronic sources and
telecommunication
tools
Creates a survey to
study the eating habits
of Canadians.
Returns required
number of surveys
(5 per group member).
Presents results of
survey in the form
of graphs.
Evaluates research
design.
/10
Thinking/Inquiry
Demonstrate an
understanding of how
the findings of your
nutritional survey apply
to you and your family.
Analysis summarizes
findings in written form.
Relates primary
research findings to
the research data
presented in class/
Food for Today.
Draws conclusions
about your study.
/10
Creating a New Food Product

Design a proposal for a new food product. Use the headings listed below to create your
business plan. The proposal you submit should outline your product and its production,
and take into account budget allowances.
The Business
Business Description
Briefly describe your business.
Ownership and
Management
Owners of the business (sole proprietor, partnership,

corporation).
Business History
History of the business.

Skills you bring that will help make the business successful.
Location and
Facilities
Where you will be located.

What type of facilities you will have.
Why the location is good.
The Product
Description of
Product/Service
Identify the product or service you will sell.
Key Features
Why the product is unique; how it differs from existing products.
Production
How the product will be made.

The Market
Future Products
and Services
Plans for expansion.
Market Research
The research that has been conducted to provide evidence

that your product will be successful.
Target Markets
Who will buy the product.
Key Competitors
Who you are competing against in the target market;

how you will obtain that market.
The Promotion
Pricing Strategy
How you will price the product; how you will obtain a profit.
Marketing
Opportunities
What you will do to get additional profits.
Marketing Strategy
How you will market and promote your product.
Creating a New Food ProductEvaluation

Level Four
(80100%)
Category
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Knowledge/Understanding
Uses terminology associated with
the production, distribution, and
consumption of food products.
Describes the product/service.
/10
Thinking/Inquiry
Uses the learnings from the unit
and course to develop a viable
product.
Well-thought-out and complete
business plan.
Suitable product for target market
based on market research.
Examines the role of the product
in current and future markets.
/10
Communication
Uses proper spelling and grammar.
Organized well in a business plan
portfolio.
Neat and attractive.
Uses graphics or visuals to
highlight topic.
/10
Application
Develops marketing strategy.
/10
Creating a New Food ProductEvaluation

Level Four
(80100%)
Category
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Uses terminology associated with
the production, distribution, and
consumption of food products.
Describes the product/service.
/10
Thinking/Inquiry
Uses the learnings from the unit
and course to develop a viable
product.
Well-thought-out and complete
business plan.
Suitable product for target market
based on market research.
Examines the role of the product
in current and future markets.
/10
Communication
Organized well in a business plan
portfolio.
Uses graphics or visuals to
highlight topic.
/10
Application
Develops marketing strategy.
/10
Copyright
2004,
McGraw-Hill
Ryerson
Limited, a
Subsidiary of
The McGrawHill
Companies.
All rights
reserved.
Permission to
edit and
reproduce this
page is
granted to the
purchaser for
use in his/her
classroom
only.
McGraw-Hill
Ryerson shall
not be held
responsible
for content if
any revisions,
additions, or
deletions are
made to this
page.
Cuisines of the World
Region
Staple Foods
Methods of Preparation,
Cooking, and Serving
Food Customs
and Traditions
Sub-Saharan
Africa
Egypt
Turkey
Impact o
on
BLACKLINE MASTER 6-5 (continued)

Copyright
2004,
McGraw-Hill
Ryerson
Limited, a
Subsidiary of
The McGrawHill
Companies.
All rights
reserved.
Permission to
edit and
reproduce this
page is
granted to the
purchaser for
use in his/her
classroom
only.
McGraw-Hill
Ryerson shall
not be held
responsible
for content if
any revisions,
additions, or
deletions are
made to this
page.
Region
Staple Foods
Methods of Preparation,
Cooking, and Serving
Food Customs
and Traditions
East and
Southeast Asia
Northern
and Western
Europe
Southern
Europe
Latin America
Impact o
on
Debate on Pesticide Use

Join with two other students to form a debate team. Your team will choose either a for
or against position, and will debate the statement Modern pesticides allow Canadian
farmers to compete with other agricultural economies, ensuring the survival of one of
Canadas most important industries. You will research your topic, using Food for Today,
Internet research, and any other resources available to you. Prepare arguments for each
person. Keep notes as you research.
Each debate will include the following steps:
1. A person from each side introduces the topic, including key definitions and
viewpoint, and introduces the other debaters on the team.
2. The second speaker for each side discusses the key arguments and examples or
evidence of their side of the argument.
3. The next step is the rebuttal, in which counterarguments or weaknesses in the other
sides arguments are aired. Any team member can speak on either side.
4. The third speaker for each side summarizes the main ideas made by the team and
answers any questions.
PLANNING
Topic
Who Does What?

Introduce:
Second:
Conclude:
Rebuttal:
Arguments for Our View
Possible Arguments against

Our View from Opposing Side,
and Our Counterarguments:
Debate on Pesticide UseEvaluation

You will join with two others to form a debate team. Your team will choose either a
for or against position and will debate the statement that Modern pesticides allow
Canadian farmers to compete with other agricultural economies, ensuring the survival
of one of Canadas most important industries.
EXPECTATIONS
Demonstrate an understanding of the effects of different environmental factors on
the production and supply of food.
Describe policies necessary to protect the health and safety of food producers.
Identify legislation governing pesticide and fertilizer use.
Criteria
Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Knowledge/
Understanding
Demonstrates
thorough knowledge
of facts and terms.
Demonstrates
considerable
knowledge of
facts and terms.
Demonstrates
some knowledge
of facts and terms.
Demonstrates
limited knowledge
of facts and terms.
Thinking/
Inquiry
The argument
demonstrates the
highly effective
use of all or
almost all of the
skills involved in
the inquiry process.
The argument is
developed in a
very clear manner,
with evidence
of critical and
creative thinking.
The argument
demonstrates the
effective use of
most of the skills
involved in the
inquiry process.
The argument
is developed in
a clear manner,
with considerable
evidence of critical
and creative
thinking.
The argument
demonstrates
some use of the
skills involved
in the inquiry
process.
The argument
is developed in a
somewhat clear
manner, with
moderate evidence
of critical and
creative thinking.
The argument
demonstrates
limited use of the
skills involved
in the inquiry
process.
There is little
development of
an argument, with
limited evidence of
critical or creative
thinking.
Application
The debating
process is
followed with a
high degree of
effectiveness.
Makes
connections with
a high degree of
effectiveness.
The debating
process is
followed with
considerable
effectiveness.
Makes
connections with
considerable
effectiveness.
The debating
process is
followed
with some
effectiveness.
Makes
connections
with some
effectiveness.
The debating
process is
followed
with limited
effectiveness.
Makes
connections
with limited
effectiveness.
Communication
The for or
against position
is very convincing.
The for or
against position
is convincing.
The for or
against position
is moderately
convincing.
The for or
against position
is limited in
its ability to
convince.
Environmental Issues in Agriculture

Write a research paper about one of the following food crises:

Potato wart in Prince Edward Island.
Cod fishing in Newfoundland.
Water safety in Walkerton, Ontario.
Zebra mussels in the Great Lakes.
Mad cow disease in Alberta.
Another food crisis approved by the teacher:
_______________________________________________________________________.
Provide at least four different sources of information, which should be referenced

using APA style. This also includes the use of in-text citations in sourcing the information.
Include the following information in the research paper:
An explanation of the food crisis.
Factors causing or leading to the crisis.
The impact of the crisis on the availability and cost of food.
Terms associated with the crisis.
What to hand in:
Title page.
Reseach paper detailing the extent of the problem with the information provided
as stated above.
References page.
Pictures, charts, and graphs to highlight the topic, as needed.
Environmental Issues in AgricultureEvaluation

Level
Four
(80100%)
Criteria
Level
Three
(7079%)
Level
Two
(6069%)
Level
One
(5059%)
Uses terminology associated with selected issue.
/10
Thinking/Inquiry
Four different sources used are varied and of good
quality.
Research paper includes in-text citations.
Reference page follows APA style.
/10
Communication
Follows research-paper format.
Uses graphics or visuals to support topic.
/10
Application
Applies issue to food production and consumption.
Makes connections to other issues discussed
in class.
/10

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Canadian Eating Habits

Working in a group of three, create a questionnaire to be distributed to people you know

Canadian Eating Habits Research ProjectEvaluation

Creating a New Food Product

Briefly describe your business.

Owners of the business (sole proprietor, partnership,

History of the business.

Where you will be located.

Identify the product or service you will sell.

Why the product is unique; how it differs from existing products.

How the product will be made.

Plans for expansion.

The research that has been conducted to provide evidence

Who will buy the product.

Who you are competing against in the target market;

What you will do to get additional profits.

How you will market and promote your product.

Creating a New Food ProductEvaluation

Creating a New Food ProductEvaluation

Cuisines of the World

BLACKLINE MASTER 6-5 (continued)

Debate on Pesticide Use

Who Does What?

Arguments for Our View

Possible Arguments against

Debate on Pesticide UseEvaluation

Environmental Issues in Agriculture

Write a research paper about one of the following food crises:

Provide at least four different sources of information, which should be referenced

Environmental Issues in AgricultureEvaluation

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