Lesson Plan Format
Sinclair STEM Grant
Teacher Instructions/Lesson Plan Template
TITLE OF LESSON/MODULE
CONTAMINATED CONDIMENTS
AUTHOR(S) AND SCHOOL AFFILIATION(S)
JILLIAN MONROE, FRANKLIN HIGH SCHOOL
OVERVIEW
In this module, students will research the possible contaminations associated with food production along with
effects on consumers. Using a created scenario, students will determine the source and type of contamination within a
production environment. Students will have insight into the microbiological importance of production of perishable
food items.
TYPE/LEVEL OF INQUIRY 1= Open Inquiry
3= Guided Inquiry
3: Guided Inquiry
GRADE LEVEL/COURSE
10 / Biology
ANTICIPATED LENGTH OF LESSON/MODULE (MINUTES)
100 minutes / 2 class periods
PREREQUISITE KNOWLEDGE
Students should be familiar with proper internet research methods and citations. Students should also have experience
in a lab setting. It is helpful if students are familiar with fermentation and its resulting products.
STATE/NATIONAL STANDARDS
Science
Course: Biology
Course Content:
Cells
Cellular Processes
 cellular respiration
Content Elaboration:
-Details of cellular processes such as photosynthesis, chemosynthesis, cellular respiration, cell division and
differentiation are studied at this grade level.
-At low temperatures reaction rates are very slow



Science Inquiry and Application
Use technology to improve investigation
Recognize and analyze explanations
MATERIALS
Group sizes of 4-5. Materials are listed per group.
(2) Erlenmeyer flasks or 16-20 oz. plastic bottles
Graduated Cylinder
Sample A and Sample B provided by teacher
(2) tsp. sugar
(2) balloons
100 mL warm water
Stopwatch
Sample A: Room temperature ketchup (3 tablespoons) mixed with 1 packet of active yeast mixed just before
experiment
Sample B: Room temperature ketchup (3 tablespoons) mixed with 2 tablespoons of corn meal
*** students should be unaware that the samples are made of different ingredients
INSTRUCTIONAL PLAN (INCLUDE STUDENT SHEETS SEPARATE FROM THIS DOCUMENT.)
A. INTRODUCTION
 Begin the lesson by discussing the types of food that are produced in a factory type setting. Have
students discuss this with the person sitting next to them for 2 minutes. At some point during the
discussion, intervene and let students know that they should be thinking of food products that start
with raw materials and are mixed and combined to form a finished product. Once 2 minutes are
complete, get student feedback as a class.
 View the following video regarding condiment production:
http://www.youtube.com/watch?v=qwb2uZLSLhw
 Bring up the idea of food contamination. Discuss how contamination not only occurs in the
preparation of food, but also in the manufacturing or growing of food. Ask for student involvement
in determining different contamination outbreaks they can recall. Have students pair up with the
person directly behind them to discuss the following: what points of the production process of
butter manufacturing could present a contamination problem? Have student write a list of ideas.
After 2 minutes, switch partners and introduce their own ideas to their new partner. Keep the list
going! After the second rotation, make a list on the board of student responses. If students haven’t
thought of these points be sure to bring them up: different materials used for different batches,
improper sanitation, bad ingredients, introduction of foreign contaminants by workers, etc.
 Now have students watch the following clips about contamination:
http://www.youtube.com/watch?v=OAdy-a_iYaQ
B. ACTIVITY
DAY 1:
 Students will initially conduct research regarding food contaminants. Ideally, the introduction should be
completed in a computer lab as to allow enough time for research the first day. Introduce the following
scenario: Scenario: Finished crates of condiment products are found to be ruptured in the warehouse.
These containers were part of shipments that have gone out to customers and those that are awaiting
shipment. The seals of the containers have been broken and condiments are leaking from them. It is
evident that gas collected in the containers causing the pressure required for rupture.
Your responsibility is as follows: research the following types of contaminants typically found in food
manufacturing: lacto bacteria, yeasts and molds, and coliforms. Using the provided worksheet, answer
the questions regarding these contaminants. Once your research is complete, hypothesize as to what
type of contaminant you feel is presenting the problem.

Hand out the “Contaminant Research” worksheet and allow students the remainder of the class
period to complete and hand in. Students should use credible sources for their information.
DAY 2:
 Begin the day by discussing the scenario presented for research yesterday. Inform students they will
be testing product samples to verify if overabundant yeast is present. Show this clip to the 3:20
mark to inform students of the way testing would typically occur in a microbiology lab setting within
a production environment: http://www.youtube.com/watch?v=LKXACBZs9K8
 Use the “Product Testing” handout for the lab.
 Once the students have made their observations, take some time to discuss why the yeast is
producing gas. Students should complete the lesson with the understanding that yeast
fermentation produces carbon dioxide gas; what they have seen in the experiment. It is at your
discretion how in depth you want to discuss cellular respiration. If students have covered CR, an in
depth student led discussion would allow the class to recall information learned earlier. If students
have not covered CR, explain the basics of the living yeast cell and the process of cellular respiration
of yeast (aerobic vs. anaerobic).
 Give students time to complete post lab questions on the “Product Testing” handout.
C. POST ACTIVITY DISCUSSION
Show students the following clip to give them a sense of the production process of condiment
preparation and testing: http://www.youtube.com/watch?v=5rkQPJajBHI. Discuss the amount of science
based jobs at a facility like this. It isn’t just a factory… you have to familiar with metric measurement, the ability
to use lab equipment to test product, the ability to read results on data and report to superiors, chemical
composition of new incoming products, etc. Many people take it for granted that a manufacturing environment
of any sort is just a factory with line workers. There is science behind it all!
EXTENSIONS
This lab could be in line with learning in depth content on cell processes (cellular respiration). Journaling on
contaminant issues and human health worldwide could also be completed.
ASSESSMENT
Student’s assessment can be made throughout the process: research results on the “Contaminant Research”
section could be graded. Lab scores should be given for the experimental portion of the activity. Student participation
could also be assessed through the discussion and lab portions of the activity. Formative assessment should be done
throughout the entire lesson based on student questioning and discussion.
REFERENCES
Death Toll Rises From Deadliest Food Poisoning Outbreak in 13 Years. (2011, September 28). You Tube. Retrieved August
13, 2012, from http://www.youtube.com/watch?v=OAdy-a_iYaQ
How It's Made- Butter. (2008, July 13). You Tube. Retrieved August 13, 2012, from
http://http://www.youtube.com/watch?v=qwb2uZLSLhw
Manufacturing Heinz Tomato Ketchup. (2007, November 24). You Tube. Retrieved August 13, 2012, from
http://www.youtube.com/watch?v=5rkQPJajBHI
SAFETY CONSIDERATIONS
Possible allergens to material used in experimental testing.
Name: ________________________________
Product Testing
It is thought that yeast is the type of contaminant within the product. In an actual micro lab setting, test plating would
be done so the lab technician could determine the level of growth in the sample. You will now view a short clip showing
the plating procedures for yeasts and molds.
Because of timing, your group will be testing for the presence of yeast in one class period. This experiment will allow
you to test multiple samples of the finished product and determine which has an issue with yeast overgrowth.
Materials per group:
(2) Erlenmeyer flasks or 16-20 oz. plastic bottles
(2) 100 mL beakers
Graduated Cylinder
Sample A and Sample B provided by teacher
(2) tsp. sugar
(2) balloons
100 mL warm water
Stopwatch
Procedure:
1.
2.
3.
4.
5.
6.
7.
8.
Your group will have two product samples (A and B) to test. You will be using balloons to detect carbon dioxide
formation… a result of active yeast. Blow up both balloons a few times to ensure they can fill easily.
Using one beaker, put sample A along with 30 mL of warm water in and gently mix the sample by swirling.
Using the first flask and the funnel, add your entire sample to the flask.
Add one tsp. of sugar to the flask
Swirl the flask until all contents are completely mixed together.
Place a balloon overtop of the flask let it sit.
Repeat this procedure with sample B.
Observe at 5 minute increments until 25 minutes has elapsed. Be sure and thoroughly record your observations.
Observations:
0 minutes:
AB5 minutes:
AB10 minutes:
AB-
15 minutes:
AB20 minutes:
AB25 minutes:
AB-
Wrap Up:
1.
Which of the two samples tested show positive results for yeast?
2. In your observations, what do you suspect is being produced in order for the balloon to partially inflate?
3. Relate what you observed to the finished products that were found to be leaking with their seals broken.
4. Why do you believe warm water makes a difference in the experiment? Relate this to the function of the yeast.
5. Do you believe oxygen is required for this reaction to occur? Why or why not?
6. What if the contaminated product had already been sent to a customer? Keep in mind that customers receive
large shipments of products such as condiments to use in their restaurants. Explain what an ethical response
would be in this scenario. Think about and include what all you are risking by sending a bad product and not
informing the customer once it is discovered.
7. What could have been the reason for the contamination of this product? Give three ideas.
Name: ________________________________________________________
Period: ________________
Contaminant Research
On a separate document using credible internet sources, answer the following questions:
1. Define lacto bacteria
2. What could cause a lacto contamination?
3. Would there be any physically seen evidence that a lacto contamination has occurred within a
product?
4. What health implications could be had by someone exposed to lacto bacteria in food products?
5. Define yeasts and molds.
6. What could cause yeast and mold contamination?
7. Would there be any physically seen evidence that a lacto contamination has occurred within a
product?
8. What health implications could be had by someone expose to yeast and mold in food products?
9. Define coliforms.
10. What could cause coliform contamination?
11. What type of coliform is the most common cause for contamination?
12. Would there be any physically seen evidence that a coliform contamination has occurred within a
product?
13. What health implications could be had by someone expose to coliforms in food products?
14. Based on the outcome of your research, what type of contamination do you feel has occurred in the
ruptured packaged product?
Open ended research:
15. What are some careers that include biological knowledge in the food manufacturing industry? Find
and describe at least two careers or positions that require biology content.