Knowledge Is Power: Why Study Food Science?

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  • Lesson Identification and TEKS Addressed

    Cluster : Hospitality and Tourism

    Course : Food Science

  • TEKS Student Expectations

    • (27) The student understands the importance of developing lifelong skills. The student is expected to:
      • (A) demonstrate the use of oral and written communication skills such as writing technical reports, letters, and memos; communicating technical information to a nontechnical audience; making formal and informal presentations
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • describe personal benefits of studying topics in food science
    • describe contributions of food science to increasing food supplies
    • explain the role of food science in the preserving environment
    • explain contributions of food science to nutrition and food safety
    • relate food science to social change and technological advances
  • Rationale

    Script:

    What are some common uses for brown paper bags like the one on your desk? Allow time for student responses.

    “It may surprise to you to learn that brown paper bags can also be used to demonstrate principals of food science.

    Currently, the fruit inside your bag is releasing ethylene gas and the bag traps these gasses inside. Once trapped, these gasses help ripen the fruit faster. A few fruits that continue to ripen are apricots, bananas, cantaloupe, kiwi, nectarines, peaches, pears, plantains, and plums. The opposite occurs when you place fruit in the refrigerator. Cool temperatures slow down the production of ethylene gas causing fruit to ripen slower.

    Now you know that this is not just a brown paper bag you can use to pack your lunch, but it is a tool used in food science as well!”

  • Duration of Lesson

    Four 45 minute class periods

  • Word Wall

    Biodiversity: Cultivating a variety of plants and animals

    Entrepreneurs: Run businesses of their own

    Entry-Level-Jobs: Those that do not require experience or training

    Integrated Pest Management (IPM): Controls pests with nonchemical deterrents

    Sustainable Farming: Producing food by natural methods that fit with local needs and conditions

    Note: Many other terms on the slide presentation can be identified. Encourage students to include the definition in the assignment.

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer and PowerPoint™ presentation
    • projector with screen
    • student computers with Internet access

    Food Supplies:

    • a variety of comparative food labels (example: two different types of granola bars)
    • climacteric fruit (see Anticipatory Set)

    Supplies:

    • brown paper bags (see Anticipatory Set)
    • poster board

    • copies of handouts (see All Lesson Attachment tab)
  • Anticipatory Set

    Before Class Begins:

    At each desk/table, place a brown paper bag with a piece of fruit inside.

    Set up the projector and have the brown paper bag slide displayed, slide 3 of the Knowledge Is Power PowerPoint™ (see All Lesson Attachments tab).

    See accompanying script on PowerPoint™ slide, or rationale section, to direct discussion.

  • Direct Instruction with Special Education Modifications/Accommodations

    Introduce lesson objectives, terms, and definitions.

    Distribute fill-in-the-blank notes, Knowledge Is Power: Why Study Food Science? Notes (see All Lesson Attachments tab). Continue showing the PowerPoint™, Knowledge Is Power: Why Study Food Science?. Students will use slide presentation to fill in the notes.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • providing a copy of PowerPoint™
    • check for understanding

  • Guided Practice with Special Education Modifications/Accommodations

    Distribute lab handout Comparing Food Labels (see All Lesson Attachments tab). Direct students to work with a partner and complete the experiment and analyze their results by answering the experiment follow-up questions.

    When all groups are finished with the experiment, discuss the follow-up questions and answer any questions that arise.

    Direct students to work with a partner to complete the experiment and analyze their results by answering the experiment follow-up questions.

    When all groups are finished with the experiment, discuss the follow-up questions and answer any questions that arise.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • provide students with labels that have been color coded with highlighters, making it easier for students to locate needed information.
    • check for understanding

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Show Video: Food Science at WSU
    After showing video, distribute graphic organizer, Where to Study Food Science (see All Lesson Attachments tab).

    Direct students to use the Internet to research three higher education schools that offer a degree in food science and to gather necessary information from the school’s website. Students will create a poster board presentation over one of the school’s food science degree programs. Make sure that students are not researching the same schools.

    Lastly, students will write a professional letter to the school’s food science department requesting brochures and additional information about the program. Distribute Poster and Letter Rubric for presentation grading.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • allow students to work with a partner to complete research, poster, and letter.

  • Lesson Closure

    Review lesson objectives, terms, and definitions.

    At the end of each class, have students respond to a journal topic, (see Writing Strategies section of the lesson plan). Student responses should be between 1 and 2 paragraphs in length.

    Have students share their responses and check for understanding. Verify that students have responded with correct information and answer any questions that may arise during discussion.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Students will present their food science degree findings to the class using their poster board presentation. Presentations will be graded using the rubric provided during independent practice.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • allow students to work with a partner
    • allow students to present their poster with note cards and a partner.

  • References/Resources

    • Microsoft Clip Art: Used with permission from Microsoft.

    Textbook:

    • Mehas, K. Y., & Rodgers, S. L. (2006) Food science: The biochemistry of food and nutrition. New York, N. Y: Glencoe, McGraw-Hill.

    YouTube™:

    • What is Food Science?
      Everyone asks me, “What is your major?” And when I tell them it’s food science, they think I’m going to be a chef…
      http://youtu.be/72eHuIakdLc
  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

    • Write word wall on the board.
    • Have students create notecards for unfamiliar words and terms with which they need additional help.
    • Use cooperative learning strategies.
    • Use peer tutoring.
    • Use multiple assessment strategies.
  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies, and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism, and Human Services Career Clusters can be found at:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Recommended Strategies

    Reading Strategies

    Students will practice reading food labels to compare nutrition facts.

    Students will research food science degree programs by reading various school degree program catalogues online.
    Suggestions:

    Encourage students to connect reading to their life experiences or prior knowledge.

  • Quotes

    Part of the secret of success in life is to eat what you
    like and let the food fight it out inside.
    -Mark Twain

    A house is no home unless it contains food and fire for
    the mind as well as the body.
    -Sarah Margaret Fuller

    I like neither new clothes nor new kinds of food.
    -Albert Einstein

    Don’t dig your grave with a knife and fork.
    -English Proverb

  • Multimedia/Visual Strategies

    PowerPoint™:

    • Knowledge Is Power: Why Study Food Science?
    • Presentation Notes for Knowledge Is Power: Why Study Food Science?

    Files for downloading:

  • Graphic Organizers/Handout

    Graphic Organizer:

    • Where to Study Food Science?
    • Where to Study Food Science? Key

    Handouts:

    • Comparing Food Labels
    • Knowledge Is Power: Why Study Food Science? Notes
    • Knowledge is Power: Why Study Food Science? Notes – Key
    • Poster and Letter Rubric

    Files for downloading:

  • Writing Strategies

    Journal Entries:

    • Food science can help solve global issues by…
    • Food science promotes environmental protection through…..
    • I can better manage my health using food science principles by….
    • One thing from this lesson that I can apply to my eating habits is…..

    Writing Strategy:

    • Use Introduction-Body-Conclusion (I-B-C) writing methods
    • Use PLAN (Pay attention to the prompt, List the main idea, Add supporting ideas, Number your ideas) writing strategy
    • Have students prepare their 90 second speech topics using the PLAN method of writing
  • Communication 90 Second Speech Topics

    • How does population growth affect our food supply?
    • How can the knowledge you gain in food science improve your health?
    • Discuss sustainable farming and how it has impacted agriculture around the world.
    • How has food science improved public safety?
  • Other Essential Lesson Components

    Enrichment activity

    Locate an article that focuses on a health or nutrition issue. Analyze the situation and develop a possible solution using food science principles.
    Suggestions:

    • Develop a Service Learning Project to focus on the challenges and issues in nutrition education.
  • Family/Community Connection

    Host community meetings that focus on reading/understanding food labels and the important role they play in our health.

    Partner with a community organization to start a community garden.

  • CTSO connection

    Family, Career and Community Leaders of America (FCCLA)
    http://texasfccla.org

    STAR Events

    • Applied Technology: Individuals or teams develop a project using technology that addresses a concern related to family and consumer sciences and/or related occupations. The project should integrate and apply content from academic subjects. There will be a junior, senior and occupational category.
    • Environmental Ambassador: Individual or team event that recognizes participants who address environmental issues that adversely impact human health and well-being and who actively empower others to get involved. Participants will research one of five current topics, investigate, develop and carry out stewardship projects and educate others. For competition, participants must prepare a portfolio and an oral presentation. There will be a junior, senior and occupational category.
    • Food Innovations: Individuals or teams demonstrate knowledge of the basic concepts of food product development by creating an original prototype formula, testing the product through focus groups and developing a marketing strategy. Participants must prepare a display, suggested product packing and an oral presentation. There will be a junior, senior and occupational category.
  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to lesson.
    http://www.nylc.org/

    Service learning is a way for youth to gain knowledge and develop skills while meeting real community needs. After identifying and examining local issues, students agree on a plan, take action, and evaluate results.

    Possible Idea:
    Students can create a local public service announcement (PSA) discussing food safety. The PSA should address common food sanitation mishaps. Examples could include, incorrect thawing methods of frozen meat or how long food can safely be left out of the refrigerator at room temperature.

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