HFA 4M Unit 1

Unit 1: Self and Others

Time: 25 hours
In this unit students identify the social, psychological, economic, emotional, cultural, religious, and physical factors that affect food choices; summarize food-related issues that arise throughout the life cycle; and plan, perform, and present the results of an investigation into the nutritional status of Canadians.

Note: In each unit students will use appropriate social science research methods in the investigation of food-related issues; correctly use terminology associated with food and nutrition; and communicate the results of their inquiries effectively.


• identify the social, psychological, economic, emotional, cultural, religious, and physical
factors that affect food choices;
• summarize food-related issues that arise throughout the life cycle;
• plan, perform, and present the results of an investigation into the nutritional status of
Canadians.


– identify psychological and emotional factors
that affect eating habits (e.g., eating to
relieve tension or boredom, deriving comfort
from food);

– describe the sociocultural importance of
food in social interactions (e.g., celebrations
and gatherings of friends; family rituals;
in the transmission of family culture,
religion, and traditions; as a symbol of hospitality;
as a status symbol);

– describe economic factors that have an
impact on the food choices of individuals
and families;
– identify the ways in which physical factors
influence food choices (e.g., geographical
location, regional growing seasons, availability
of food markets, home storage
capacity);

– plan menus for, select, and prepare foods,
taking into consideration economic, geographical,
and seasonal factors that affect
the availability of ingredients.

Food Issues Throughout the Life Cycle
By the end of this course, students will:
– identify the factors that affect personal
food choices throughout the life cycle
(e.g., age, health, school and/or work
schedules, lifestyle, level of physical activity,
lactation, special dietary needs);

– plan, conduct, and summarize the results
of an investigation into the availability of
food products suitable for various stages of
the life cycle (e.g., single-serving products,
baby food, fat-reduced food);

– plan a menu for, select, and prepare foods
that would meet selected dietary needs
during the different stages of life.
Nutritional Status of Canadians
By the end of this course, students will:

– 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 telecommunications tools (e.g.,
Canada’s Food Guide to Healthy Eating and
Health Canada’s Nutrition Recommendations,
computer courseware, Internet sites);

– demonstrate an understanding of how the
findings of their nutrition survey apply to
themselves and their families.