HFN10/20 Food and Nutrition

HFN10/20 Food and Nutrition

Social Science Research Teaching/Learning Strategies

Included on the following pages are a series of activities for HFN10/20 that could be used by teachers to address the Social Science Skills strand of the course. Some of these activities are fully developed and others are in outline form only and will need to be expanded prior to use. Much of the instruction in this area will need to be teacher directed as these skills are often new to students. Research skills should not be taught in isolation but rather become the tool to address the other expectations within the course. Students will begin to develop these skills in order to build the foundation for future skill development in the senior grades.

Additional support materials on the use of social science research skills in Family Studies courses can be found in “Social Science Research Skills in the Family Studies Classroom Overview.”

The materials created in this documents rely heavily on the use of computer technology to communicate the results of their research. The teacher could easily adapt them all if access to computer technology is limited.

Teachers must follow school and board policies abut the safe and ethical use of the Internet. They must inform their students about these policies. All web sites identified in this documents were current at the time of publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Primary research forms a significant component of these materials. Students must be instructed in the proper and ethical research techniques. When students are conducting primary research collection they should be instructed to respect an individual’s choice to respond to an interview/survey with “no comment” or “no response at all” as a valid answer.

Contents

Hand Washing Survey3

Intergenerational Questionnaire Family Food Habits4

Your Food Dollar8

Secondary Research – Eating Habits of Teens10

Food and Nutrition Web Site Evaluation13

Activity #1 HFN10/20 Food and Nutrition

Social Science Research Teaching/Learning Strategies

Hand Washing Survey

This activity is useful for beginning of courses. It is quick and easy in terms of gathering data and presenting an elementary form of primary research. Students can work in groups and use chart paper or a computer spreadsheet to create graphs.

Hand Washing Survey

Please answer as honestly as possible. Do not put your name on the survey.

On average, how often do you wash your hands during the day? (Circle one)

Never1-5 times 6-10 times11-15 times>15 times

Do you wash your hands before eating a meal?

NeverSeldomUsuallyAlways

Do you wash your hands before preparing food?

NeverSeldomUsuallyAlways

Do you wash your hands after preparing food?

NeverSeldomUsuallyAlways

Do you wash your hands after blowing your nose?

NeverSeldomUsuallyAlways

6. Do you wash your hands after covering your mouth when you yawn, sneeze, or cough?

NeverSeldomUsuallyAlways

7.Do you wash your hands after using the washroom?

NeverSeldomUsuallyAlways

8.Do you wash your hands after playing with the pet cat, dog, etc?

NeverSeldomUsuallyAlways

Activity #2 HFN10/20 Food and Nutrition

Social Science Research Teaching/Learning Strategies

Intergenerational Questionnaire Family Food Habits

Students in the course HFN10/20 are expected to “analyse the food needs of individuals of different ages who have varying time schedules, food preferences, and health concerns and determine how these needs might be met.” This can be accomplished through the use of a survey. Each student in the class is given three surveys. They are asked to answer one of the surveys themselves, give one to a parent/guardian and the last one to an older person (e.g., grandparent). Students return to class with their answered surveys where they are gathered and sorted by question. In small groups students tally the data, create a graph and prepare a summary/analysis of the results. Each group is given one or two of the questions to work with. For example, group one will tally the results of the background questions (question #1 and #2). Group two will tally the results of question #3. Group three will tally question #4 and group four should tally questions #5 and #6 (since these two questions are the same). Each group presents their data and analysis. Students take notes during the presentations and then individually each prepares a written summary (1 –2 paragraphs) which analyses how food needs differ by age and how these needs can best be met.”

Activity #2 HFN10/20 Food and Nutrition

Social Science Research Teaching/Learning Strategies

Intergenerational Questionnaire

Family Food Habits

I am conducting a survey for my Family Studies class. I will be analysing the food habits of people of different ages. I am interested in discovering how food habits have changed over the last 50 years. I appreciate the time you take to fill out this survey. Your answers are very important. Please be assured that all information will be strictly confidential. If you cannot answer a question please feel free to leave it blank.

1. Please select the category that fits your age:______Teenager

______Parent

______Grandparent

2. Sex:Male ______Female: ______

3. For each group of foods below rank those foods which you eat now on a regular basis with #1 being the food most often eaten and #3 or #4 being the food least often eaten.

Group #1

______frozen vegetables

______canned vegetables

______fresh vegetables

Group #2

______homemade bread

______store bought bread

______bread machine bread (homemade)

Group #3

______store prepared pizza (heat and serve)

______frozen pizza

______homemade pizza

______take-out pizza

4. How often do you eat the following foods/meals in a one week period?

––––––fast food (i.e. MacDonald’s, Burger King)

______home prepared full course dinner (i.e. meat/poultry/fish, vegetables,

dessert)

______frozen prepared meals from grocery store (i.e. lasagna)

5. Where does your family get most of its food now? Rank each from 1 to 6 with 1 being most frequent.

______supermarket______farmer’s market

______home garden______hunting/fishing

______home delivery ______Internet grocery order/delivery

6. This question should only be answered by those who are parents or grandparents.

Where did your family get most of its food when you were a child? Check all that apply.

______supermarket______farmer’s market

______home garden______hunting/fishing

______home delivery

7. Who prepares most of the meals in your family?

______mother______father

______children______caregiver (i.e. babysitter)

______grandparent______other (please specify)

8. This question should only be answered by those who are parents or grandparents.

Who prepared most of the meals in your family when you were a child?

______mother______father

______children______caregiver (i.e. babysitter)

______grandparent______other (please specify)

9. How often does your family eat dinner together?

______less than once a week______1 time a week

______2 - 3 times a week______4 - 5 times a week

______6 - 7 times a week

10. This question should only be answered by those who are parents or grandparents.

How often did your family eat dinner together when you were a child?

______less than once a week______1 time a week

______2 - 3 times a week______4 - 5 times a week

______6 - 7 times a week

11. How often does your family eat in restaurants (sit-down restaurants, not take out)

______less than once a week______1 time a week

______2 - 3 times a week______4 or more times a

week

12. This question should only be answered by those who are parents or grandparents.

How often did your family eat in restaurants (sit-down restaurants, not take out) when you were a child?

______less than once a week______1 time a week

______2 - 3 times a week______4 or more times a

week

13. Where do you eat lunch?

______at home______at school/work

______don’t eat lunch

14. This question should only be answered by those who are parents or grandparents.

Where did you eat lunch when you were a child?

______at home______at school/work

______didn’t eat lunch

15. This question should only be answered by those who are teenagers.

What type off lunch do you most often have at school?

______bring from home______cafeteria

______fast food______don’t eat lunch

Thank you for taking the time to complete our survey.

Activity #3 HFN10/20 Food and Nutrition

Social Science Research Teaching/Learning Strategies

Your Food Dollar- Teacher Notes

This activity allows students to examine how they spend money on food. They will examine the reasons why students make the food choices they do and the influence of the various factors in their lives on their food choices.

Your Food Dollar

Vending machines are a source of food items for many teens. How do the costs of items available in these outlets compare to items purchased in the school cafeteria, a convenience store or a grocery store? How much is paid for convenience? What, if anything, is sacrificed in terms of nutrition?

To examine these costs, you will gather data through observation research and the use of the following chart. Record the price for each food item under the appropriate heading.

ITEM / SCHOOL VENDING MACHINE / SCHOOL CAFETERIA / CONVENIENCE
STORE / GROCERY
STORE
A piece of fruit
Candy bar
Can of pop
Carton of chocolate milk
A sandwich
Small bag of nuts
Potato chips
Gum

Activity #3 HFN10/20 Food and Nutrition

Social Science Research Teaching/Learning Strategies

To formulate conclusions, you will use the following list of questions to guide your evaluation of the data you collected.

QUESTIONS TO GUIDE EVALUATION OF DATA AND CONCLUSIONS:

What foods differed in price at the different locations?
Why do you think that this was the case?
What source(s) of foods had the best price?
Why do you think some of the sources charge more for the same food items?
Would it ever be worth it for you to pay the higher price? Why?
What are you sometimes paying for when the price is higher?
Why is it difficult to determine a “good buy” in food without comparing the nutrition it offers?
Were all the foods available at each place?
Did the school vending machines offer nutritious choices?
Do you think it is more difficult to find nutritious foods at convenience stores?
How do you think vending machines, school cafeterias and convenience stores affect your eating habits?
What conclusions might you make about getting the most food value for your money?
What are some ways that meal and snack planning might help you save money and receive optimum nutrition?

Activity #4 HFN10/20 Food and Nutrition

Social Science Research Teaching/Learning Strategies

Secondary Research – Eating Habits of Teens

The following example uses newspaper or magazine articles as secondary research to introduce social science research and other course expectations. Guided questions acquaint students with published research on such topics as breakfast habits of teens and general eating habits. The collection of data through primary research follows with surveys either prepared by students or prepared by the teacher. This may be completed in a group format. Data analysis may likewise be completed in the group process with members dividing graphing tasks. Students should then draw conclusions individually in a report style. Students may be challenged to compare their findings to previously published research.

**NOTE – While the article used in this activity (see below) is not included in this resource package these questions could be easily adapted for other articles that you have on teen nutrition issues.

Activity #4 HFN10/20 Food and Nutrition

Social Science Research Teaching/Learning Strategies

Part One

Primary Research – Eating Habits of Teens

“Youth Eating Habits Unhealthy”

Daughinee, D. (2002, March 5). The Globe and Mail, pp. B3

According to the article, what has happened to obesity rates?

Who has released the report on obesity and unhealthy eating?

Name the groups who the report blames for “near-crisis levels of obesity and inactivity among youth”.

How are school cafeterias contributing to the problem of unhealthy eating?

Do you believe the problem exists here in our school? If so, how?

What does the article say about:

a)energy use by teens?

b)consumption of vegetables and fruit?

If children and teens are physically active and use less tobacco and alcohol, they tend to:

Explain how healthy eating programs and marketing strategies may promote healthy habits with teens.

How would you evaluate this food and nutrition article for:

a)validity (logical, a sound argument)

b)reliability (trusted, dependable information)

c)accuracy (careful and exact, free from errors)

d)bias (a particular leaning, influence)

e)relevance (pertaining to course of study)

Activity #4 HFN10/20 Food and Nutrition

Social Science Research Teaching/Learning Strategies

Part Two

Primary Research – Eating Habits of Teens

Based on the social science research model:

IDENTIFY THE PROBLEM /FORMULATE A RESEARCH QUESTION:

What are the eating habits of teenagers at our school?

GATHER DATA: You will prepare surveys (PRIMARY RESEARCH) in order to examine the eating habits of other teenagers at school. Use your class notes (secondary research) on the subject to help in formulating the questions for the surveys. Your primary data should be compared to the secondary data presented in the Food Habits of Canadians – Changing Nutrition Issues. This report is available on line at

In small groups, students prepare and distribute surveys. Data is collected and brought to class for analysis.

ANALYZE DATA: Organize your results to allow you to compare, analyse and summarize the data collected. Spreadsheets, tables and graphs are the tools to use. Computer programs are useful tools to create professional looking documents. You need to look for relationships between the data collected and your research question.

For this assignment, groups need to divide the preparation of the graphs, etc. amongst members. Each student must submit two graphs with their individual report (instructions follow).

DISCUSSION AND CONCLUSION: Individually you willwrite a short report about the research you conducted. This should include a summary about your study’s methodology (your sample, how you conducted your research) and the results of your research. The report should also include future directions concerning the problem. This part might include changes in programs or services or more research being conducted in a particular area, etc.

Activity #5 HFN10/20 Food and Nutrition

Social Science Research Teaching/Learning Strategies

Food and Nutrition Web Site Evaluation

The following activity allows students to meet a number of the expectations in the Social Science Skills strand in HFN10/20. Students will:

• use research derived from a variety of primary sources and secondary sources

• distinguish between research evidence and opinion

• evaluate print and electronic resources on food and nutrition for validity,

reliability, accuracy, bias, and relevance

Students are expected to locate a web site that relates to Food and Nutrition and evaluate it using the questions that are included below.

Activity #5 HFN10/20 Food and Nutrition

Social Science Research Teaching/Learning Strategies

Food and Nutrition

Web Site Evaluation

How do websites measure up against each other? Are they as good as they appear? Are they better than they appear? How can we tell the “good” from the “not-so-good?” Find a web site that deals with a food and nutrition issue. Apply the following questions to it to and find out!

What kind of place is this?

What is the title of the page? ______

Where did you find it? (What is the Location or Address that you can see near the

top of your screen) ______

3. Visit the "Home" page. What is the title you see there (if different from the one you wrote above)? ______

Who is the organization, company, university, or person that sponsors it? ______

______

How do you know if this source is one you can trust? ______

______

Is this a high quality website?

Write one or two sentences that describe the site's content: ______

______

7. What topics might you want to pursue further as a result of having visited this site? ______

______

Activity #5 HFN10/20 Food and Nutrition

Social Science Research Teaching/Learning Strategies

8. What types of graphics appear on the page? Do they contribute to your understanding of your topic? ______

______

9 . Can you see anything missing on this site that you think would improve it? Explain.

______

10. Who is the author of this site? What are his/her credentials? ______

______

11. The information on this site is an example of _____ primary research

_____ secondary research

How do you know this? ______

______

12. Classify this web site as:_____ Scholarly

_____ News or General Interest

_____ Popular

_____ Sensational

Explain why you classified the site as you did: ______

______

13. Would you recommend this site to others? Why or why not? ______

______

Activity #5 HFN10/20 Food and Nutrition

Social Science Research Teaching/Learning Strategies

Can I use this website?

14. I think the information on this site is/is not valid because ______

______

15. I think the information on this site is/is not reliable because ______

______

16. I found this site to be free from biasAGREEDISAGREE

Explain ______

______

17. Is this website helpful in learning about your topic? Explain. ______

______