from farm to plate lesson 1 · · 2009-11-23c3 food matters lesson 5 food additives aims: •...

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C3 Food matters

Lesson 1 From farm to plate

Aims: • illustrate the public and commercial use of the term ‘food chain’

• review ideas on food and nutrition from KS3

Resources Spec. Suggested programme

Textbook: Section A Notes

Start (15 minutes)

Use the ‘true/false slides’ in Presentation IC3.1 You and the food chain to check on general knowledge of food and farming and to review ideas about nutrition from KS3.

Presentation IC3.1 (G)

Main (35 minutes)

1 Explain how the food industry uses the term ‘food chain’ (Note: a). Use the images in Section A of the Textbook to illustrate the chain from wheat on the farm to bread on a plate. If possible have samples to exhibit at different stages of the food chain (such as: ear of wheat, wheat grain, flour, and then a range of processed products including bread, biscuits, and breakfast cereals based on wheat).

2 Ask students to study Section A in the Textbook and answer the questions.

End (10 minutes)

Ask for suggestions why consumers should care about every stage in the food chain when buying, cooking, and eating food. Issues that might come up include: benefits and risks to health, impacts on the environment, and the welfare of farm animals as well as the social and economic impacts of agriculture in different parts of the world.

Differentiation/Extension

All students: The Farming and Countryside Education website (www.ukagriculture.com/field_to_fridge_face/fieldtofridge_face.htm) features sequences of images that allow students to trace the food chains for other crops and foods. (Note: b)

C3.3.9

Homework

• Students find one example of an issue related to food from a newspaper or magazine, the Internet, or TV or other media. They summarize the issue in a headline and state in just a few sentences why it matters to people.

• Complete the relevant Workbook exercise.

a Note that the food industry and biologists use the term ‘food chain’ in very different ways.

b Farming and Countryside Education website: www.ukagricultuyre.com/field_to

_fridge_face/fieldtofridge_face.

htm

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C3 Food matters

Lesson 2 Farming for food

Aims: • compare intensive and organic farming

• identify costs and benefits of different methods of farming


Textbook: Section B, C Notes

Start (10 minutes)

Show comparable samples of organic and intensively farmed fruit or vegetables (with prices available). Ask students to suggest the questions that they might ask when deciding whether or not to buy organic produce.

Main (35 minutes)

1 Show the two video clips IC3.2 Intensive farming and IC3.3 Organic farming. Then highlight the farming challenges featured in Section B of the Textbook (not including the nitrogen cycle in the H Tier book).

2 Divide the class into groups of four. Within each group, one pair chooses to study intensive farming and the other pair organic farming. Each pair studies their type of farming in Section C of the Textbook and answers questions for that type of farming. Then the pairs within a group compare their findings and discuss which type of farming they think is better. Finally, they summarize their conclusion in a form to report to the rest of the class (poster, presentation, brief oral report). (Note: a)

Video IC3.2

Video IC3.3

End (15 minutes)

Each group of four reports its conclusion with one or two main reasons to the rest of the class.


All students:

Encourage groups to present their report as an argument.

• This is what we think about types of farming (our claim).

• This is the evidence/information that supports what we are claiming.

• This is why we think that the evidence/information supports our claim.

• This is what we would say to people who disagree with us.

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Homework

• Answer the questions in Activity AC3.1 Organic or not?.


Activity AC3.1 (A G)

a It is misleading to make too sharp a distinction between conventional and organic farming (see Guidance).

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C3 Food matters

Lesson 3 Keeping the soil fertile

Aims: • show that there is continual cycling of elements, such as nitrogen, in the environment

• consider the impact of harvesting crops on soil fertility

• explain why farmers have to use manures or fertilizers to return nutrients to soil


Textbook: Section B Notes

Start (10 minutes)

Refer to the carbon cycle met in Module P2 Radiation and life. Ask students to rehearse the key stages in the cycle. Remind them that human activity can disturb the natural cycle.

Main (35 minutes)

Students carry out Activity AC3.2 Nitrogen in different forms to see that nitrogen can exist in different forms as it cycles through the natural environment and is involved in chemical processes (Note: a). This can be a mixture of teacher demonstration and hands-on practical work for students.


End (15 minutes)

Use Animation IC3.4 The nitrogen cycle and link the nitrogen compounds met during Activity AC3.2 with the forms of nitrogen shown in the cycle. (Note: b) Distinguish between the natural changes and the human impacts – especially the manufacture of fertilizers. Ask students why harvesting crops depletes nitrogen from the soil.

Animation IC3.4


F: Students do not have to recall the nitrogen cycle. With these students the lesson can be simplified. More time might be spent on practical work related to food additives (see Lesson 5).

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Homework

• Study the text about the nitrogen cycle in Section B of the Textbook, and answer the relevant questions.


a Students are not expected to recall the details of nitrogen chemistry illustrated by Activity AC3.2 or Animation IC3.4.

b There are some simplifications in Animation IC3.4 which include omitting the charges on ammonium and nitrate ions. The aim is to show that, while nitrogen itself is relatively inert, it can form a variety of reactive chemicals with oxygen, hydrogen and other elements.

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C3 Food matters

Lesson 4 Pesticides

Aims: • explore concerns arising from pesticide residues in food

• compare the attitudes of different interest groups to the use of pesticides to protect crops from insect pests, weeds, and diseases


Textbook: Section C Notes

Start (20 minutes)

Ask students in small groups to respond to the statements in Activity AC3.3 Pesticide residues in food: does it matter? (Note: a). Then invite them to classify themselves into one of the categories used in a survey of consumer concern over the use of pesticides reported to the Food Standards Agency in 2004, with the help of Presentation IC3.5 Consumer responses to pesticides. (This can be a quick starter activity – or developed into a more extended discussion activity.)


Presentation IC3.5

Main (30 minutes)

Divide the class into four (or eight groups). Each ‘expert group’ studies the information from one of the four organizations detailed in Activity AC3.4 Pesticides in food: what are the issues? (Note: b). The groups prepare a short report based on the questions posed in the activity.

Activity AC3.4 (A)

End (10 minutes)

Ask each group to report on their findings with the argument that they are asked to present. Encourage members of the class to question the presenters. Consider ending the activity by asking students to indicate (on a scale of 1–5) the extent to which they agree or disagree with these two statements:

People are not at risk from pesticide residues in their food.

Pesticides are hazardous and are used too much in the food chain.


• With some classes, it will be appropriate to focus the lesson on Activity AC3.3 and to spend more time discussing the individual statements in that activity. Students might first respond to the statements in pairs, then try to reach agreement in pairs and finally aim to come to a consensus about each statement in groups of four.

• With other classes, the topic will justify two lessons: one to highlight the issues and the research needed for Activity AC3.4 and a second for students to give their reports and discuss the conflicting points of view that emerge.

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Homework

• Study Section C in the Textbook and answer selected questions not covered in Lesson 2.


a The statements in Activity AC3.3 are all adapted from the 2004 Food Standards Agency report.

b If you do not have Internet access in class, your students can work on Activity AC3.4 using print-outs of the key pages.

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C3 Food matters

Lesson 5 Food additives

Aims: • explain why additives are added to food

• characterize the various types of food additives

• introduce the E numbers used on food labels


Textbook: Section D Notes

Start (10 minutes)

Ask the question: ‘Why are chemicals added to food?’. Ask students in pairs to discuss this for 2 minutes. Then ask each pair to state one reason for using food additives.

Main (40 minutes)

1 First students examine a collection of food packages with labels, or photocopied pages with a range of labels on them. They complete the table in Activity AC3.5 Introducing food additives. They might also refer to Section D in the Textbook and answer the questions.

2 Students set up the tubes as described in Activity AC3.6 Additives to preserve food ready to study the outcomes in the next lesson.

Activity AC3.5 (A)


End (10 minutes)

Ask students to predict what they will see in each of the tubes for Activity AC3.6 when they next examine them.


• The Chemical Industry Education Centre has developed a website (Note:a) www.york.ac.uk/org/ciec/food_add/pages/index.htm about food additives, with a section ‘Food for teachers’ which suggests many activities, including practical activities which might be used in this course. This site has a searchable section for matching names of additives with their E numbers.

• The Food Standards Agency website has a useful section about additives in its ‘Safety and hygiene’ section (Note: b) www.food.gov.uk/safereating/additivesbranch/. This offers further details about each of the types of additives and includes a list of E numbers. See also (Note:c) www.eatwell.gov.uk/foodlabels/understandingenumbers/.

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Homework

• Study Section D in the Textbook and answer selected questions.


a CI EC website: www.york.ac.uk/org/ciec/

food_add/pages/index.htm

b FSA website: www.food.gov.uk/safereating/

additivesbranch/

c www.eatwell.gov.uk/foodlabels/

understandingenumbers/

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C3 Food matters

Lesson 6 Preserving food

Aims: • show that preservatives can stop food going off by stopping the growth of microorganisms

• show that oxygen in the air can make food go off and that this can be prevented by antioxidants



Start (15 minutes)

Students start by looking at the results from Activity AC3.6 Additives to preserve food. They record their observations in a table and answer the questions.


Main (40 minutes)

Students carry out Activity AC3.7 Investigating antioxidants and investigate chemicals that prevent apple browning.


End (5 minutes)

Summarize by pointing out that there are two main types of change that make food go off: chemical changes and changes caused by microorganisms. Methods of preservation stop both types of change.


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Homework

Complete the relevant Workbook exercise.

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C3 Food matters

Lesson 7 Emulsifiers and stabilizers

Aims:

• show the need for emulsifiers to make food products which are emulsions

• illustrate the use of stabilizers in a commercial product



Start (10 minutes)

Show examples of food containing emulsifiers and stabilizers. Ask for reasons for including these additives in food. (Note: a)

Main (35 minutes)

Students investigate the use of emulsifiers in Activity AC3.8 Emulsifiers for salad dressings.


End (15 minutes)

1 Emulsifiers make oil and water mix together evenly. Stabilizers improve the texture of processed foods and make them feel pleasanter in the mouth. Give students, in pairs, two minutes to come up with reasons why the food industry uses emulsifiers and stabilizers much more than cooks at home.

2 Collect and collate the suggestions, which might include: scale of production, need for consistent quality, length of time between making and eating, making products which cannot be produced without these additives.


H: This practical lesson might be omitted to allow more time for other topics in the module.

C3.2.4

Homework


a Note that in this course students do not have to understand why emulsifiers work.

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C3 Food matters

Lesson 8 Polymers in food

Aims: • show that carbohydrates and proteins are natural polymers

• study what happens to chemicals in food during digestion


Textbook: Section E Notes

Start (5 minutes)

Give students, in pairs, 2 minutes to recall one key point about what happens in digestion and why digestion of food is necessary. Then ask the pairs to share their suggestion with the rest of the class.

Main (40 minutes)

Students work in groups. Each group carries out either Activity AC3.9 Digesting a protein or Activity AC3.10 Digesting a carbohydrate. Four groups can share the tasks of setting up the demonstrations in Activity AC3.10.



End (15 minutes)

Ask one group to report on Activity AC3.9 and another group to report on Activity AC3.10. Briefly they should report: what they did and why, what they observed, and how the observations can be interpreted. In each case, invite other groups which did the same activity to comment. (Note: a)


F: With groups that need to revisit the topic of digestion from KS3 this lesson may need two sessions. You might decide to demonstrate one or both of the activities to allow more time to explain the purpose and significance of each demonstration. The diagram of proteins in the human body in the Textbook shows why it is important that digestion supplies cells with the amino acids they need to make proteins.

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C3.4.4

Homework

• Study Section E in the Textbook and answer selected questions.


a Note the opportunity to revise the basic ideas about polymers in Module C2 Chemical changes. In that module the emphasis is on joining small molecules to make larger ones. Here the focus is on the reverse.

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C3 Food matters

Lesson 9 Sugar in food and drink

Aims: • compare natural and synthetic sweeteners

• study the sweeteners in soft drinks

• note what happens to blood sugar levels after eating or drinking foods with high levels of sugar


Textbook: Section F Notes

Start (5 minutes)

Show samples of sweeteners and sugar – also products such as cola drinks and their diet equivalents with artificial sweeteners.

Ask the class for suggestions why sugar and other sweeteners are added to processed foods and drinks.

Ask for a show of hands to see how many in the class deliberately opt for ‘diet’ products with artificial sweeteners rather than the equivalent products with sugar.

Main (45 minutes)

Start with the introductory steps suggested in the Guidance for Activity AC3.11 Sweetening soft drinks. Then ask students to carry out Activity AC3.11. (Note: a)


End (10 minutes)

In the light of the ideas covered in Lesson 8, explore with the class what is likely to happen to sugar levels in the bloodstream after eating or drinking something rich in sugar.


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Homework


a The measurement activities could be developed further with those doing the Additional Applied course, especially A3 Scientific detection.

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C3 Food matters

Lesson 10 Diet and diabetes

Aims: • describe the two main types of diabetes and how they are treated

• examine the risk factors which can lead to late onset diabetes

• discuss personal reactions to diet and risk


Textbook: Section F Notes

Start (10 minutes)

Give students, in pairs, 2 minutes to come up with one thing that they know about diabetes. Then go round the class to find out what each group suggests.

Main (35 minutes)

Students read Section F in the Textbook, answer the questions and then complete Activity AC3.12 Diabetes. (Note: a)


End (15 minutes)

Ask students in small groups to discuss, for a few minutes, their personal reactions to the risk factors for type 2 diabetes. What personal and social choices do they think it realistic for people to make when they balance risks and benefits of their life-style with regard to diabetes. Ask each group to come up with one opinion to report to the whole class.


All students:

• Obesity (January 2005) in the Big Picture series from the Wellcome Trust covers the topic of obesity and health. This is primarily intended for post-16 students but the colourful booklet is accessible to H Tier GCSE students (Note: b)

• The on-line game ‘The OBs’ is engaging and stimulating. Players face the challenging of bringing up an ‘OB’ – a young creature with a mind of its own and an alarming tendency to become obese. The game is planned to take about an hour of lesson time but could be played in a library or at home.

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Homework

• Work through the online quiz, ‘How healthy is your lifestyle?’ on the Food Fitness website (Note: c)

• Alternatively, ask students to try this interactive quiz designed to assess a person’s risk of becoming diabetic. (Note: d)


a The focus in this module is on the risk factors for diabetes and the consequences of the disease for patients. Students are not expected to know the detailed science of the disease.

b Wellcome Trust: www.wellcome.ac.uk/

knowledgecentre/education/

c Food Fitness website: www.foodfitness.org.uk

d Interactive quiz: www.yourdiseaserisk.harvard.

edu/hccpquiz.pl?lang=english&

func=home&quiz=diabetes

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C3 Food matters

Lesson 11 Risk and regulation (1)

Aims: • review some of the food risks that worry consumers

• explore the range of attitudes to these risks among different interest groups


Textbook: Section G Notes

Start (10 minutes)

Review the main stages in the ‘food chain’ farm to plate with the help of Section A in the Textbook.

Main (40 minutes)

1 Each of seven groups of students chooses a stage along the food chain as identified in Activity AC3.13 Risk and regulation along the food chain. They identify a hazard and explore the related issues of risk and regulation.

2 Groups each prepare a presentation based on the outlines provided in Presentations IC3.6(a-g) Food risks ending with a summary slide that groups can use to take notes. (Note: a)

Activity AC3.13 (A)

Presentation(s) IC3.6(a-g)

End (10 minutes)

Brief the class about the arrangements for Lesson 12.


All students: Some students can work largely from the Textbook, together with selected pages from websites mentioned in Activity AC3.13. Others can tackle the task in a more open-ended way doing more research for themselves.

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Homework

• Students rehearse their presentations.


a Students research and prepare their presentations in this lesson ready for Lesson 12.

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C3 Food matters

Lesson 12 Risk and regulation (2)

Aims: • consider steps which people can take to limit their exposure to food risks

• describe the roles of advisory and regulatory organizations set up to protect the public

• discuss the application of the precautionary principle in this context.



Start (20 minutes)

Remind students of the purpose of the lesson and ensure that they are ready to take notes at the end of each presentation.

Main (25 minutes)

Groups present their findings about risk and regulation. The sequence can start on the farm and end on the plate. Members of the class use the last slide in each presentation to build up a set of notes about risk and regulation.

End (15 minutes)

Review of the quality of the presentations and the lessons learnt.


All students: Activity AC3.14 The risk game promotes a lot of discussion as students play a variant on snakes and ladders. This provides an opportunity to review ideas about risk raised in this and previous Modules.


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Homework

• Study Section G in the Textbook and answer the questions.


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3

C3 Food matters

Cover lesson A Food issues in the

news

Aims: • encourage students to assess critically media reports of food issues



Start (20 minutes)

Introduce the activity by making sure that students understand the instructions on the first page of the activity. Hand out the record sheet.

Main (25 minutes)

Working individually, or in small groups, students read and review a selection of the short media reports selected from the sheets A – G provided with activity AC3.15 Making sense of what the papers say. (Note: a)


End (15 minutes)

Compare the responses from different students. Discuss the responses which reveal a difference of interpretation of the articles.


All students: The challenge of the activity can be varied by altering the nature and number of articles which students review.

_

Homework

Students could be given one or two further articles to review.

a This is an activity which can help develop literacy skills in the context of science while students consider the reporting of science in the media.

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C3 Food matters

Cover lesson B Iron in our diet

Aims: • give students an opportunity to interpret and apply information about the importance of iron

in the diet



Start (20 minutes)

Introduce the activity by highlighting for students the key points on sheet A of Activity AC3.16 Iron in

our diet.


Main (25 minutes)

Students study the information and data on sheet A. Then they answer the questions on sheet B.

End (15 minutes)

Review of the quality of the presentations and the lessons learnt.


All students: This task can be differentiated by varying the number of tasks that students are asked to complete.

_

Homework

Students that have not completed all parts of the activity in class can be asked to complete further exercises for homework.

from farm to plate lesson 1 · · 2009-11-23c3 food matters lesson 5 food additives aims: •...

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