Agriculture and Sustainable Food Systems 20, 30

(a)	Define the term food literacy.
(b)	Assess the benefits to self and others (e.g., family, community) of being food literate.
(c)	Analyze the impact of cultural, social, and economic factors on food literacy, considering how factors such as socioeconomic status, cultural traditions, and food marketing influence food choices and behaviors.
(d)	Examine the role of Health Canada, the Canadian Food Inspection Agency and Agriculture and Agri-food Canada in establishing policies, regulations and standards related to the safety and nutritional quality of all food sold in Canada.
(e)	Examine the role of education and awareness in promoting sustainable food practices, including initiatives aimed at fostering food literacy, promoting responsible consumption, and reducing food waste.
(f)	Discuss the relationship between a healthy diet, a nutritional food supply and nutritional well-being, and the health and productivity of Canadians.
(g)	Research Canada’s packaged food labeling requirements pertaining to: the product (e.g., list of ingredients; allergens; durable life date; country of origin; name and address of the manufacturer, dealer or importer); product health and safety (e.g., safe storage, handling); product nutritional information (e.g., quantity of fats, proteins, carbohydrates, vitamins and minerals per serving of stated size); and, what is not required in the labelling.
(h)	Explain the reasons for food labelling in Canada.
(i)	Assess personal knowledge of food labelling information.
(j)	Differentiate between information for health and nutritional purposes and information for marketing purposes found on food packaging in Canada.
(k)	Identify how food labels could be misleading through the application of marketing tactics.
(l)	Examine the role of media and digital technologies in shaping food literacy, discussing the influence of food advertisements, social media, and online resources on consumer behavior and food choices.
(m)	Define the concept of food miles/food kilometres.
(n)	Identify the origin of an imported food item (e.g., fresh fruit, spice, coffee), the food miles/kilometres associated with that item and potential modes of transportation used to get it to its destination.
(o)	Articulate the limitations of using only food miles/kilometres as the measure for deciding what is a good food choice.
(p)	Compare Canada’s reliance on imported versus domestic foods.
(q)	Identify food traceability requirements and methods used in Canada.
(r)	Assess the importance of food traceability.
(s)	Debate the merits of shopping for local and Canadian food.
(t)	Appraise personal food literacy skills and understanding.
(u)	Develop a plan for becoming more food literate.

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