- Nutritional Principles
- Describe the basic principles of healthy eating
- Use the Canada Food Guide
- Read Labels
- Basics of Growth and Development
- Describe the relationship between physical growth and nutritional needs
- Describe the concept of the growth curve in relation to peak bone building
- Describe the effects of puberty and gender differences in relation to nutritional needs
- Understand and identify childhood malnutrition
- Understand childhood nutrition in relation to brain development
- Understand childhood nutrition in relation to behaviour
- Nutritional Needs for Active Living
- 1.5.1. Describe the nutritional demands of exercise and physical activity
- Understand energy balance and childhood obesity
- Describe the guidelines for adequate hydration
- Understand the role of personal planning
- Use the principle of variety through food identification using the “Food Explorers Program”
- Classifying foods into 4 food groups using the “Food for Us! Program”
- Choosing snacks from the food groups
- Identifying and creating balanced meals
- Teaching students to assess their diets for balance using the “Food Sense Program”
- Teaching students to make personal plans and improve daily food choices
- Teaching students to assess their diets for balance using the “Space Station 5-5-3-2 Program”
- Teaching students to problem solve their diets and make plans to carry out
- Explore various resources available to teachers for classroom / gym instruction
- Promoting healthy eating in schools
- Understand the role of vitality leader
- Self-study via print or online materials
- Application of content to field observations
- Reading assignments
- Online discussion groups
- Instructor tutoring
Evidence of learning is demonstrated through:
- Application of concepts to self; and
- Application of concepts to school and classroom context
- Application of concepts to students
The selection of evaluation tools for this course is based on:
- Adherence to college evaluation policy regarding number and weighing of evaluations, for example a course of three credits or more should have at least three separate evaluations.
- A developmental approach to evaluation that is sequenced and progressive.
- Evaluation is used as a teaching tool for both students and instructors.
- Commitment to student participation in evaluation through such processes as self and peer evaluation, and program/ instructor evaluation.
Upon completion of the course the student will be able to:
- demonstrate a basic knowledge of nutritional principles with regard to the major nutrients,
- demonstrate understanding of the basic tenets of the Canada Food Guide and Harvard Healthy Eating Pyramid,
- identify nutritional needs of school-aged children,
- describe the effects on nutritional value of processing and preparation techniques,
- identify their own eating habits and attempt to modify them to suit their own nutritional requirements,
- identify nutritional learning resources available to teachers to enrich their classrooms.
Textbooks and Materials to be Purchased by Students
A list of recommended textbooks and materials is provided on the Instructor's Course Outline, which is available to students at the beginning of each semester.
No prerequisite courses.
No corequisite courses.
No equivalent courses.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
|Institution||Transfer Details||Effective Dates|
|There are no applicable transfer credits for this course.|