Topic:Chapter 3 Food and Culture
Chapter 4 Food and the Marketplace ( Unit 2) Food and Culture
Curriculum standard(s):
HUM-FNW-3
Analyze factors that influence food choices and quality of diet.
Essential Question(s)::How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
Opening:What could be two benefits of enjoying foods from other cultures?
Work Sessions: 1st block- Students will work on Chapter 4 assignments from Tuesday 2-9-16
2nd block-Complete Project Presentations. Students will write two facts per presentation.
*Discuss Ethnic Cuisine Buffet*
Teacher will introduce Chapter 4:
Activator: Students will name some things they like to eat and list their choices on a white board. Then students will imagine that they are living 100 years ago. The class will discuss which of the foods on the board would not have been available, and how the foods that were available would be different from their modern counterparts
Closing:Exit Slips
Subject:Food for Life 4th block
Topic:Chapter 3 How Nutrients Become You
Curriculum standard(s)::HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan.
Essential Question(s):
How do you recognize the symptoms and effects of a food allergy or intolerance?
Opening: Students will answer 3 short answer questions from the textbook (test prep)
Work Sessions:Students will work on Food Allergy/Intolerance Project. Presentations start Monday, 2-22-16
Closing: NONE
Differentiation:Students will work with a partner researching a different food allergy/intolerance.
Subject:Food Science 3rd block
Topic:Food Evaluation
Curriculum standard(s):
HUM-FS-3
Investigate how and why scientific evaluation of foods is conducted.
Essential Question(s): How are principles of science applied to production, research development, packaging and improvement of the food we use, eat and buy?
Opening:Food Product Development Pre-Test
Work Sessions
LESSON 2: INTRODUCTION TO Food Product Development
1. Review Essential Questions.
How are the principles of science applied to production, research, development, packaging and improvement of the food we use, eat and buy?
2. Food Product Development Pre-Test - Pre-test students before showing a video and presenting the next seven lessons. Refer to Food Product Development Pre-Test Key for answer key.
3.“Introduction to Food Product Development,” From Concept to Consumer: Food Product Development Teacher’s Manual, refer to Concept to Consumer Manual, Lesson 1, page 4. Introduce Unit and Lesson 1.
4. Distribute Concept to Consumer Video Questions Worksheet to students and explain briefly the video’s purpose to demonstrate the process of developing a new food product and how all the various disciplines come together for a successful result.
5.Show Video: “From Concept to Consumer: Food Product Development: by IFT” (21:40 minutes). Access the video at this Website - http://www.ift.org/Knowledge-Center/Learn-About-Food-Science/K12-Outreach/Video-and-Media/From-Concept-to-Consumer.aspx.
6.Review the pre-viewing questions to see how student’s answers differ.
Closing:
Ask students the post-viewing questions found on their Concept to Consumer Video Questions Worksheet to review the video as a class:
What are the five stages of product development? Decide, Discover, Define, Develop, Deploy (launch)
Which food-industry people would be part of a new food-product development team? Suppliers, nutritionists, food scientists, packaging specialists, sensory analysis, analytical chemists, marketing specialists, flavorists, microbiologists, food engineers.
On the back: List 3 things you learned about product development.
Differentiation: Groups will develop different food/beverage product.
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