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.
1
BLACKLINE MASTER 2-2
Unit 2 Learning Portfolio:
Food Needs of Individuals and Families
ACTIVITY 1: Food Needs of Individuals and Families Terminology
(Knowledge/Understanding)
INSTRUCTIONS
Define the terms below using Food for Today.
For each example, provide an example to show your understanding of the concept.
Complete the activity on lined paper and use complete sentences.
Terms
Heimlich manoevure cross-contamination
danger zone yield
water-displacement method work plan
dovetail food co-operatives
generic brands grade name
EXPECTATION
Correctly use food and nutrition terminology.
Criteria Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Identification of
terms related to
food needs of
individuals
and families
All definitions
clearly identify
terms and
concepts.
Most definitions
clearly identify
terms and
concepts.
Some definitions
identify terms
and concepts with
some clarity.
Definitions
identify terms
and concepts
with limited clarity.
Understanding
of related
concepts by
giving examples
related to food
needs of
individuals
and families
Definitions
reflect a thorough
understanding of
the key concepts
by providing an
example related
to food needs for
each definition.
Definitions reflect
considerable
understanding of
the key concepts
by providing an
example related
to food needs for
most definitions.
Definitions
reflect some
understanding of
the key concepts
by providing an
example related
to food needs for
some definitions.
Definitions
reflect limited
understanding of
the key concepts
by providing an
example related
to food needs for
a few definitions.

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.
2

BLACKLINE MASTER 2-2 (continued)
ACTIVITY 2: Kitchen Safety Poster (Communication)
INSTRUCTIONS
Create a mini-poster for the school foods lab to remind others of one of the
accident-prevention pointers discussed in class.
Your poster should have a slogan that will help people remember the safety tip.
Make your poster colourful.
Use graphics to help get your message across. You may use computer-generated
pictures, hand drawings, or magazine photos.
Be neat and ensure that there are no spelling mistakes on your poster.
EXPECTATION
Identify and demonstrate safe food-handling practices, including kitchen safety,
sanitary methods, and proper food storage.
Criteria Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
The poster
communicates
how to prevent
accidents in
the kitchen
The poster
communicates
accident prevention
with a high degree
of clarity and
with confidence.
The poster
communicates
accident prevention
with a considerable
degree of clarity.
The poster
communicates
accident prevention
with some clarity.
The poster
communicates
accident prevention
with limited clarity.
The poster
communicates
the safety
message with
a sense of
audience and
meets its
purpose
The poster
communicates the
safety message
with a strong
sense of audience
and purpose.
The poster
communicates the
safety message
with a clear sense
of audience and
purpose.
The poster
communicates the
safety message
with some sense
of audience
and purpose.
The poster
communicates the
safety message
with a limited
sense of audience
and purpose.
ACTIVITY 3: Food Safety Word Search (Knowledge/Understanding)
INSTRUCTIONS
Complete Blackline Master 2-7, Food Safety Word Search.
You will need to use Food for Today, pages 7895, to locate the answers to
the clues and then circle the answers within the puzzle.
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.
3

BLACKLINE MASTER 2-2 (continued)
EXPECTATION
Identify and demonstrate safe food-handling practices, including kitchen safety,
sanitary methods, and proper food storage.
Criteria Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Demonstrates
knowledge of
terms related
to food safety
Demonstrates
thorough
knowledge
of terms.
Demonstrates
considerable
knowledge
of terms.
Demonstrates
some knowledge
of terms.
Demonstrates
limited knowledge
of terms.
ACTIVITY 4: Conserving Household Resources (Communication)
INSTRUCTIONS
Working with a partner, choose one aspect of household conservation, such as
energy conservation, water conservation, reducing household waste, or composting.
Create a 30-second to 1-minute public service announcement (PSA) related to your
chosen topic that could be aired on the radio to inform the public about why and how
they can practise conservation.
EXPECTATION
Identify and demonstrate safe food-handling practices, including kitchen safety,
sanitary methods, and proper food storage.
Criteria Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
The PSA
communicates
why and how
the public can
practise energy
conservation
The PSA
communicates
why and how the
public can practise
conservation with
a high degree of
clarity and with
confidence.
The PSA
communicates
why and how the
public can practise
conservation with
a considerable
degree of clarity.
The PSA
communicates
why and how the
public can practise
conservation with
some clarity.
The PSA
communicates
why and how the
public can practise
conservation with
limited clarity.
The PSA
communicates
the conservation
message with
a sense of
audience and
meets its
purpose
The PSA
communicates
the conservation
message with a
strong sense of
audience and
purpose.
The PSA
communicates
the conservation
message with a
clear sense of
audience and
purpose.
The PSA
communicates
the conservation
message with
some sense of
audience and
purpose.
The PSA
communicates
the conservation
message with a
limited sense of
audience and
purpose.

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.
4

BLACKLINE MASTER 2-2 (continued)
ACTIVITY 5: At Home in the Kitchen Foods Lab (Application)
INSTRUCTIONS
After completing the foods lab, complete Blackline Master 2-13, At Home in the
Kitchen Foods Lab Evaluation.
You will be examining your pre-lab planning, the skills displayed during the lab,
the safety measures taken, and the final product produced.
EXPECTATIONS
Demonstrate accurate measuring skills and appropriate food-preparation techniques
(e.g., stirring, beating, whipping, chopping, broiling, frying).
Safely use, maintain, clean, and store tools and equipment used in food preparation.
Identify, select, and effectively use appropriate kitchen tools to plan and prepare
interesting and appealing meals in co-operation with others.
Criteria Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
During the foods
lab, uses
equipment and
technology
safely
Demonstrates
and promotes
the safe use of
equipment and
technology.
Demonstrates
the safe use of
equipment and
technology.
Demonstrates
the safe use of
equipment and
technology with
some supervision.
Demonstrates
the safe use of
equipment and
technology only
with supervision.
During the
foods lab,
demonstrates
procedures
correctly
Demonstrates
and promotes
correct procedures.
Demonstrates
correct procedures.
Demonstrates
correct procedures
with some
supervision.
Demonstrates
correct procedures
only with
supervision.
Applies ideas
and skills from
class into lab
planning
Applies ideas
and skills from
class into lab
planning with a
high degree of
effectiveness.
Applies ideas
and skills from
class into lab
planning with
a considerable
degree of
effectiveness.
Applies ideas
and skills from
class into lab
planning with
moderate
effectiveness.
Applies ideas
and skills from
class into lab
planning with
limited
effectiveness.

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.
5

BLACKLINE MASTER 2-2 (continued)
ACTIVITY 6: Adjusting the Yield of a Recipe (Knowledge/Understanding)
INSTRUCTIONS
Choose a recipe from one of the cookbooks available in class. It should have
a minimum of ten ingredients.
Copy the ingredients portion of the recipe. State its current yield.
Adjust the yield of the recipe by doubling it and by halving it.
EXPECTATION
Use mathematical skills accurately in meal planning and recipe changes, employing
both SI metric units and imperial measures.
Criteria Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Demonstrates an
understanding
of how to adjust
the yield of
a recipe
Demonstrates
a thorough
understanding of
how to adjust the
yield of a recipe.
Demonstrates
considerable
understanding of
how to adjust the
yield of a recipe.
Demonstrates
some
understanding of
how to adjust the
yield of a recipe.
Demonstrates
limited
understanding of
how to adjust the
yield of a recipe.
ACTIVITY 7: Family Meal Planning (Application)
INSTRUCTIONS
Create a three-day menu for one of the case studies provided.
Identify the issues to be addressed when creating the menu. Present this information
in the form of a paragraph.
For each day, plan three meals and list appropriate snack foods for the different
members of the family.
Be sure to apply the principles of meal appeal when planning your meals.
You are also required to make use of the cookbooks available in class. The majority
of the meals in your menu must come from cookbooks. Beside each meal list the
name of the book and the page on which you found the recipe.
Case Study A
Your neighbours have hired you to babysit their two children, aged three and five, while
they go out of town for three days. While caring for the children, you are responsible for
preparing all their meals. The three-year-old has an allergy to peanuts. The five-year-old
doesnt like to eat any meat. Sometimes his parents try to hide small amounts of meat
in the food he eats. Both children love fruit and finger foods. They wont sit still for long
periods of time, so mealtimes usually involve foods that are quick to eat and clean up.
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.
6

BLACKLINE MASTER 2-2 (continued)
Case Study B
Your parents work late almost every night. It is your responsibility to prepare dinner for
yourself, your younger brother (eight years old), and your grandmother. Your grandmother
has high cholesterol and has been told by her doctor to follow a low-fat diet. Your brother
has hockey most nights after supper and must eat by 4:00 p.m. Your grandmother doesnt
like to eat until 6:00 p.m. so you need to prepare foods that can be easily reheated.
EXPECTATIONS
Analyse the food needs of individuals of different ages who have varying time
schedules, food preferences, and health concerns (e.g., toddlers with food allergies,
vegetarian adolescents, adults on fat-reduced diets) and determine how these needs
might be met.
Plan meals that address factors such as nutritional needs, age, likes and dislikes,
activity levels, special diets, and considerations related to time, money, and effort.
Criteria Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
The menu plan
applies the
principals of
meal planning to
the case study
The menu
plan applies the
principles of meal
planning with a
high degree of
effectiveness.
The menu
plan applies the
principles of meal
planning with
considerable
effectiveness.
The menu
plan applies the
principles of meal
planning with
moderate
effectiveness.
The menu
plan applies the
principles of meal
planning with
limited
effectiveness.
The meal
plan makes
connections
between the
needs of the
different family
members and the
menu selected
The meal plan
makes connections
with a high degree
of effectiveness.
The meal plan
makes connections
with considerable
effectiveness.
The meal plan
makes connections
with moderate
effectiveness.
The meal plan
makes connections
with limited
effectiveness.
ACTIVITY 8: Mealtime Etiquette Skits (Communication)
INSTRUCTIONS
Working with a small group, write and perform a three- to five-minute skit
demonstrating at least three dining etiquette errors.
Within your skit, offer suggestions on how to correct the etiquette errors.
Refer to Food for Today, pages 17986, when creating your skits for information
to help you with this task.
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.
7

BLACKLINE MASTER 2-2 (continued)
EXPECTATION
Demonstrate knowledge of appropriate mealtime etiquette.
Criteria Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
The skit
communicates
the etiquette
errors and
corrections
with clarity
The skit
communicates
with a high degree
of clarity and
with confidence.
The skit
communicates
with a
considerable
degree of clarity.
The skit
communicates
with some clarity.
The skit
communicates
with limited clarity.
The skit
communicates
the message
with a sense
of audience
and meets
its purpose
The skit
communicates
the message
with a strong
sense of audience
and purpose.
The skit
communicates
the message
with a clear sense
of audience
and purpose.
The skit
communicates
the message
with some sense
of audience
and purpose.
The skit
communicates
the message
with a limited
sense of audience
and purpose.
ACTIVITY 9: Make It Appealing Foods Lab (Application)
INSTRUCTIONS
Working in your lab group, prepare a breakfast or lunch meal that is appealing
and nutritious.
You must be able to prepare and eat the meal within one class period.
At least one of the recipes must come from a cookbook.
Your meal must be inexpensive to prepare.
When the lab is complete, write one paragraph that explains how the meal your
group prepared for the lab met the requirements set out. Explain how you were
able to apply the principles of menu planning (e.g., use of resources, meal appeal,
work plans).
EXPECTATIONS
Demonstrate creativity in planning, preparing, and serving a meal that meets
the specifically defined needs and budget of a particular family or individual.
Demonstrate an ability to schedule cooking times so all meal components are
ready simultaneously.
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.
8

BLACKLINE MASTER 2-2 (continued)

Criteria Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
During the food
lab, uses
equipment and
technology
safely
Demonstrates
and promotes
the safe use of
equipment and
technology.
Demonstrates
the safe use of
equipment and
technology.
Demonstrates
the safe use of
equipment and
technology with
some supervision.
Demonstrates
the safe use of
equipment and
technology only
with supervision.
During the
food lab,
demonstrates
procedures
correctly
Demonstrates
and promotes
correct procedures.
Demonstrates
correct procedures.
Demonstrates
correct procedures
with some
supervision.
Demonstrates
correct procedures
only with
supervision.
Applies ideas
and skills about
menu planning
Applies ideas
and skills about
menu planning
with a high degree
of effectiveness.
Applies ideas
and skills about
menu planning
with a considerable
degree of
effectiveness.
Applies ideas
and skills about
menu planning
with some
effectiveness.
Applies ideas
and skills about
menu planning
with limited
effectiveness.
ACTIVITY 10: Nutrition Labelling (Thinking/Inquiry)
INSTRUCTIONS
Complete Blackline Master 2-21, Nutrition LabellingWhat Does It All Mean?
EXPECTATION
Demonstrate an understanding of Canadas food-grading practices and food-
labelling terms (e.g., nutrition information and claims, serving size, percentage
of recommended daily intake).
Criteria Level Four
(80100%)
Level Three
(7079%)
Level Two
(6069%)
Level One
(5059%)
Evidence of
use of critical
thinking when
deciphering label
information
A high degree of
critical thinking
skills is evident.
An effective
degree of critical
thinking skills
is evident.
A moderate
degree of critical
thinking skills
is evident.
A limited degree
of critical thinking
skills is evident.