Lesson 3 Developing a Food Product
This is Lesson 3 of 3 in Unit 6 of a National FFA food science curriculum, focused on developing and marketing a new food product. Through guided activities, students create a new food product idea, design and build realistic packaging (including a nutrition label and ingredient statement), and deliver a verbal presentation of their product development. The lesson aligns with the “Product Development” portion of the National FFA Food Science and Technology CDE and serves as the unit assessment.
At a glance
- Learning objectives
-
- Develop a new food product.
- Market a new food product.
- Design packaging for a new food product.
- Time required
- Three to five 60-minute class periods. Length of lesson will depend on pace of student progress. This lesson could take up to five full 60-minute class periods.
- Grade level
- Grades 9 and 10
- Materials
-
- Projector and computer or chalk/dry erase board
- Activity 1: Steps to Creating a New Food Product worksheet
- Activity 1: Nutritional Label Calculations worksheet, one per student
- Activity 2: basic craft supplies — markers, construction paper, plastic wrap, crayons, plastic food storage containers, specific student requests for packaging options (pizza box, cereal box, etc.)
- Exit Ticket (optional): sticks of various lengths (straws, popsicle sticks, etc.), one per student or group
- Grading Rubric for Product Development Verbal Presentation, one per student or group
- Vocabulary
- Innovation; Retail; Wholesale; Food service; Convenience store; Frozen; Refrigerated; Shelf-stable; Convenience; Ready to eat; Heat and serve
- Cross-Curricular Connections
- Science (Activity 1 — creating a new food product), English/Language Arts (Exit Ticket — verbal presentation), Engineering (Activity 2 — constructing food packaging), Mathematics (Activity 2 — calculations to create a food nutritional label)
- Partnership for 21st Century Skills
- Critical Thinking and Problem Solving; Flexibility and Adaptability; Implement Innovations; Information Literacy; Productivity and Accountability; Think Creatively
- Resources/References
- PDF: Arkansas FFA workbook; Textbook: Principles of Food Science, 4th Edition, Janet D. Ward; may reference Unit 6, Lesson 1 on creating food nutritional labels
Downloads & Links
Aligned Standards
AFNR Career Ready Practices
- CRP.02Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive.
- CRP.04Communicate clearly, effectively, and with reason. Career-ready individuals communicate thoughts, ideas and action plans with clarity, whether using written, verbal and/or visual methods.
- CRP.05Consider the environmental, social and economic impact of decisions.
- CRP.06Demonstrate creativity and innovation.
- CRP.07Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies.
- CRP.08Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem.
- CRP.11Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems.
AFNR Cluster Skills
- CS.03Examine and summarize the importance of health, safety and environmental management systems in AFNR workplaces.
AFNR Performance Element
- CS.01Analyze how issues, trends, technologies and public policies impact systems in the agriculture, food & natural resources career cluster.
- FPP.01Develop and implement procedures to ensure safety, sanitation, and quality in food product and processing facilities.
- FPP.04Explain the scope of the food industry and the historical and current developments of food products and processing.
Common Career Technical Core
Common Core – Literacy in Science & Technical Subjects: Writing
- CCSS.ELA-Literacy.WHST.9-10.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
- CCSS.ELA-Literacy.WHST.9.10.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
- CCSS.ELA-Literacy.WHST.9.10.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Common Core – Math Practices
- CCSS.Math.Practice.MP1Make sense of problems and persevere in solving them.
- CCSS.MATH.PRACTICE.MP3Construct viable arguments and critique the reasoning of others.
- CCSS.MATH.PRACTICE.MP6Attend to precision.
Common Core – Science & Technical Subjects
- CCSS.ELA-Literacy.RST.9-10.3Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
- CCSS.ELA-Literacy.RST.9-10.9Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
Common Core – Speaking and Listening
- CCSS.ELA-Literacy.SL.9-10.1.CPropel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
- CCSS.ELA-Literacy.SL.9-10.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Common Core – Writing
- CCSS.ELA-Literacy.W.9-10.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
FFA Precept
- FFA.CS-MCommunication: Effectively interact with others in personal and professional settings.
- FFA.CS-NDecision Making: Analyze a situation and execute an appropriate course of action.
- FFA.PG-GPhysical Growth: Take care of one's health by eating well, exercising, getting enough sleep, respecting one's body, and setting personal goals for long-term health.
- FFA.PG-JMental Growth: Embrace cognitive and intellectual development relative to reasoning, thinking and coping.
- FFA.PL-AAction: Assume responsibility and take the necessary steps to achieve the desired results, no matter what the goal or task at hand.
Green/Sustainability Knowledge and Skill Statements
- AFNR Career Cluster- Food Products and Processing Systems Pathway, Statement 1Design and implement procedures and plans that demonstrate application of sustainability principles and policies to increase efficiency and reduce environmental impact of the food production and processing industry.
- AFNR Career Cluster-Food Products and Processing Systems Pathway, Statement 2Analyze the impact of various food production and processing practices and policies on ecological and public health.
- AFNR Career Cluster, Statement 6Use green technologies and sustainability practices to maintain safe and healthful working environments that sustain the natural environment and promote well-being in the AFNR workplaces.
NASDCTEc
- AGAP01.03Plan, implement, manage, and/or provide services associated with the preservation and packaging of food and food products to prepare products for distribution.
- AGPA01.01Design and implement procedures and plans that demonstrate application of food processing principles to manage quality control in the food product and processing industry.
- AGPA01.02Conduct food product development and research activities that demonstrate application of food science principles to enhance products.
- AGPA01.04Identify and apply food processing, handling, and storage factors to demonstrate their impact on product quality and safety.
National Standards for Financial Literacy
- Buying Goods and Services, Benchmarks: Grade 12, Statement 1Consumer decisions are influenced by the price of a good or service, the price of alternatives, and the consumer's income as well as his or her preferences.
- Buying Goods and Services, Benchmarks: Grade 12, Statement 2When people consume goods and services, their consumption can have positive and negative effects on others.
- Buying Goods and Services, Benchmarks: Grade 12, Statement 7Governments establish laws and institutions to provide consumers with information about goods or services being purchased and to protect consumers from fraud.