Agriculture and Sustainable Food Systems 20, 30
ASFS7
Module 7: Food Literacy (Core)
Outcome
Examine the
importance of food
literacy.
Indicators
| (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:
|
| (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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