Lesson Plan 1 – Food Contamination

Lesson Plans & Curriculum
High School
60 minutes

This National FFA lesson plan (Unit 2: Lesson 1 of 2) teaches students to recognize the three main sources of food contamination—chemical, physical, and biological hazards—and to distinguish between food safety and food quality concerns. Through a bellringer, PowerPoint, drawing activity, and customer complaint letter analysis, it also prepares students for the “Customer Inquiry” portion of the National FFA Food Science and Technology Career Development Event.

At a glance

Learning objectives: Develop a letter to a company using correct terminology.

Describe three different hazards in food production: chemical, physical and biological.

Differentiate between food safety and food quality problems in the food industry.
Time required: 60 minutes (*Time requirements may vary based upon student understanding and class schedule.)
Grade level: Grades 9 and 10
Materials: Bellringer: One copy per student of the handout "Food Quality and Safety Bellringer"

Introduction: PowerPoint: "Food Safety and Defense Issues"

Activity 1: One copy per student of the handout "Picasso Paints the Three Sources of Contamination"

Activity 1: Drawing supplies: crayons, markers, colored pencils, etc.

Follow-up Activity: One copy of the "Customer Inquiry Letters: Student Packet" for each student

Follow-up Activity: One copy of the "Student Answer Sheet" per student

Exit Ticket: One copy of the "Create Your Own Complaint Letter" worksheet per student
Resources/References: 1. Textbook: Principles of Food Science, 4th Edition, Janet D. Ward. 2. Video: http://www.youtube.com/watch?feature=endscreen&NR=1&v=hPeRYJoWzZE. 3. For Optional/Extended Learning Activity: https://www.fsis.usda.gov/careers
Related Resources: https://www.fsis.usda.gov/food-safety
Vocabulary: Food safety; Food defense; Food quality; Pathogens; Spoilage organisms/bacteria; Good bacteria; Biological hazard; Pathogenic bacteria; Chemical hazard; Physical hazard; Radiological hazard; Unintended contamination; Intentional contamination
Cross-Curricular Connections: Science: Use correct scientific terminology. English/Language Arts: Exit ticket requires students to write a letter to a company using specific terminology. Technology: Bell ringer activity requires students to use technology/internet to secure a news article on food contamination.
Virtual Instruction Ideas: This lesson can be taught 100% online/virtually if needed. It is recommended the teacher speak with students learning virtually/online prior to this lesson to be sure students have access to materials needed for the lesson.

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.01Develop and implement procedures to ensure safety, sanitation, and quality in food product and processing facilities.

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.9-10.2Determine 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.
CCSS.ELA-Literacy.RI.9-10.6Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

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.

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.9-10.4Present 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-M.CommunicationEffectively interact with others in personal and professional settings.
FFA.PG-J.Mental GrowthEmbrace cognitive and intellectual development relative to reasoning, thinking and coping.
FFA.PL-A.ActionAssume responsibility and take the necessary steps to achieve the desired results, no matter what the goal or task at hand.
FFA.PL-C.VisionVisualize the future and how to get there.
FFA.PL-E.AwarenessUnderstand personal vision, mission and goals.

FFA Precepts

FFA.CS-N.Decision MakingAnalyze a situation and execute an appropriate course of action.

NASDCTEc

AGPA01.02Conduct food product development and research activities that demonstrate application of food science principles to enhance products.

National Standards for Financial Literacy

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.