Standards:
HUM-FS-3
Investigate how and why scientific evaluation of foods is conducted.
·
ESSENTIAL QUESTION: How do sensory evaluation panels test food products?
Work Session:
1. Students will complete
“Odor Recognition” evaluation lab. Students work with a partner. One student is
blindfolded while the other students presents samples of different foods.
The student records the blindfolded student resposonses on the
chart. They switch and repeat. All students will compile the data for a class
discussion on responses.
2. Sensory
Lab #5: “Mock Apple Pie.” Distribute Mock Apple Pie Lab Handout and
the Apple Pie Recipe Handout
so students can compare the ingredients between mock apple pie and authentic
apple pie. Consider preparing a mock apple pie and an original apple pie for
students to taste.
Students will work in the food lab.
Daily Homework: Worksheet #3
Tuesday~9/9/14
Work Session: Sensory Lab #5: “Mock Apple Pie.” Distribute Mock
Apple Pie Lab Handout and the Apple
Pie Recipe Handout so students can compare the ingredients between mock
apple pie and authentic apple pie. Consider preparing a mock apple pie and an
original apple pie for students to taste.
Students will work in the food lab.
Daily Homework: Worksheet #3
Wednesday~9/10/14
Standards: HUM-FS-3
Investigate how and why scientific evaluation of foods is conducted.
none
Work
Session:
LESSON 4: Discover—the competitive market
1. Review Essential Questions.
·
How can
competition in the food market be good and bad?
2. “Discover,
Part I: The Competitive Market,” From Concept to Consumer: Food Product
Development Teacher’s
Manual, refer to Concept to Consumer Manual, Lesson 3, page 6.
Introduce lesson 3.
3. Discussion questions and topics:
·
Ask students
to name some products that are in competition with each other (children’s
cereals, sports drinks, soft drinks, athletic shoes and others).
·
Ask students
to think of specific ways for how each product attracts customers (stressed are
usually a product’s benefits, uniqueness, and appeal to a particular audience).
·
Students will
brainstorm which products might be in competition with their product. Students
are to keep notes.
·
Discuss the
difference between qualitative and quantitative research: qualitative research
is based on data collected through observations, and quantitative research is
based on numbers and statistics.
4. Review Worksheet #3 from Concept to Consumer Student Worksheets
worksheet collection with the class. Assign a group of students to survey a
neighborhood supermarket to see if there are other foods similar to, or exactly
like, the food product selected by the class. Have them complete Worksheet #3.
Students will check labels for ingredients, note sizes, and types of
containers, and where the product is situated in the store. Summarize and report
to class.
·
How do these findings impact the potential success of the food
product selected by the class?
·
How is this information going to help you on your product
development?
Thursday~9/11/14
Standards: HUM-FS-3
Investigate how and why scientific evaluation of foods is conducted.
ESSENTIAL QUESTION: How can you relate the food products that you
choose to eat not only to what you taste but to the process of food product
development?
LESSON 5: Discover—Planning & Conducting Consumer
Focus Groups
1. Work
Session:
Review Essential Questions. Post Essential Questions in the classroom.
·
How can you
relate the food products that you choose to eat not only to what you taste but to
the process of food product development?
2. “Discover, Part II: Planning and Conducting Consumer Focus
Groups,” From Concept to Consumer: Food Product Development Teacher’s Manual, refer to Concept to Consumer Manual, Lesson 4, pages 6-7.
3. Ask students to discuss the type of
people (markets) they believe would be most interested in purchasing their new
food product and how they could find those people in school or at home. How and
where could students interview them?
4. Discuss the differences between
screening tools and focus groups in market research.
5. Discuss why screening is important
for the success of focus groups.
6. List the components of a screening
tool.
7. Discuss the meaning of target
market or market segment. Give examples of target markets (teens, children,
retirees, athletes, teachers, etc.).
8. What is the process used in the
development of new food products for the marketplace?
9. Assign one or more teams to screen
students on campus and select those most appropriate for the focus group. Distribute
Worksheet # 4 from Concept to Consumer Student Worksheets.
·
Students will
arrange for a focus group using the criteria on page 7 in Concept
to Consumer Manual.
·
Ask students
to summarize their plan to the class for conducting the focus groups, and then
allow them to get started. After focus groups have been conducted, the
note-takers will summarize and report their findings to the class.
10.
Closing/Summarizer: Summary:
How do focus group comments impact your decision to market your
product? Hold discussion.
Daily Homework: #9
Friday~9/12/14
Standards: HUM-FS-3
Investigate how and why scientific evaluation of foods is conducted.
ESSENTIAL QUESTION: How can you relate the food products that you choose to eat not only to what you taste but to the process of food product development?
Opening Warm-up AND/OR Activator (highlight one): Report progress and/or findings from Thursday 9/11/14
Work Session: Continue with
Lesson #5 from (9/11/114)
Daily Homework:NONE
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