Lesson 3: Foodborne Illness & Allergens
This is Lesson 3 of 3 in Unit 3 of a National FFA food science curriculum, introducing students to foodborne illnesses and common food allergens. Through a bell ringer, PowerPoint, group research activities, and an optional milk lab, students describe foodborne pathogens, identify symptoms of foodborne illness, and learn the effects of food allergens and food labeling requirements. Includes student worksheets, an extension lab, and answer keys.
At a glance
- Learning objectives
-
- Describe different foodborne pathogens.
- Identify symptoms of foodborne illness.
- Describe the effects foodborne allergens have on people.
- Time required
- 120 minutes (*Time requirements may vary based upon student understanding and class schedule.)
- Grade level
- Grades 9 and 10
- Materials
-
- “Don’t Eat That!” worksheet for each student
- “Foodborne Illness, Pathogens and Allergens” PowerPoint
- “Food Pathogens” worksheet for each student
- “Common Allergens in Food” worksheet for each student
- Bell ringer items: moldy bread, moldy cheese, a can of soup with no label, a cup of clean water
- Mixed-up Milk Lab supplies (see lab sheet): 1 1/2 cups of assigned milk (skim, 1%, 2%, whole, half and half, heavy whipping cream, buttermilk), 1 microwave-safe bowl, 4 teaspoons white vinegar, 1 mixing spoon, 1 strainer, 1 cheese cloth, 1 airtight container, microwave
- One copy per student of the lab sheet “Activity 1: Mixed-up Milk”
- “Follow-up Activity: Common Food Allergens” worksheet for each student
- Resources/References
- Textbook: Principles of Food Science, 4th Edition, Janet D. Ward (Facts/information in this lesson were obtained from the textbook.)
- Vocabulary
- Surface/exterior mold; Interior mold; Foodborne illness; Pathogenic bacteria; Spoilage bacteria; Microorganisms; Campylobacter; Clostridium botulinum; E. coli O157:H7; Listeria monocytogenes; Norovirus; Salmonella; Staphylococcus aureus; Shigella; Toxoplasma gondii; Vibrio vulnificus; Probiotic; Food allergen; Danger zone
- Cross-Curricular Connections
- Science: Activity 1 students conduct an experiment to see how beneficial bacteria are used in food processing. English/Language Arts: Bell ringer students make observations and connections about items; Exit Ticket students share thoughts verbally or in writing. Technology: Follow-up activity students use technology to research common food allergens and record findings.
- Virtual Instruction Ideas
- This entire lesson could be taught online/virtually. The teacher would need to make sure students have all lab supplies available and a camera on their computers to monitor student progress, ask the exit ticket question, etc.
- Unit/Lesson
- Unit 3: Lesson 3 of 3
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
- FPP.02Apply principles of nutrition, biology, microbiology, chemistry and human behavior to the development of food products.
Common Career Technical Core
- AG-FD1Develop and implement procedures to ensure safety, sanitation, and quality in food product and processing facilities.
Common Core – Literacy in Science & Technical Subjects: Writing
- 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.MP6Attend to precision.
Common Core – Reading: Informational Text
- CCSS.ELA-Literacy.RI.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- CCSS.ELA-Literacy.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Common Core – Science & Technical Subjects
- CCSS.ELA-Literacy.RST.9-10.1Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
- CCSS.ELA-Literacy.RST.9-10.2Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
- 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.9-10.7Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Common Core – Speaking and Listening
- CCSS.ELA-Literacy.SL.9-10.1.ACome to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
- 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.
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.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.
- FFA.PL-CVision: Visualize the future and how to get there.
Green/Sustainability Knowledge and Skill Statements
- 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.
NASDCTEc
National Standards for Financial Literacy
- 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.