Lesson Plan: Food & Nutrition
Unit: Food/Technology
technology Framework: 3.3
ELA Framework: W.5.10.9, 5.11.9, 5.12.9
CCSS: WHST 10.10, 11.10, 12.10
(Author: Carrie Bowie)
Topic: Current issues & trends in food
 What concept within the framework is to be developed? What is the specific objective of the
lesson?
 State current issues and trends in food technology.
 Students should be able to explore and identify current issues and trends in food
technology.
 What do students probably already know about the content? What prior knowledge needs to
be activated
 Students are old enough to have seen some of the changes in food technology, especially in
foods and the packaging they use.
 Students will have had some instruction in food technology with the introduction of the
unit terms and the general effect of technology on food and nutrition.
 What don’t they know?
 Students may not know how technology has affected different areas of the food industry
specifically – production, processing, storage, and preparation.
 Is there potential for misconception?
 Students may become confused as to which category the technology is to be categorized.
 What should students be able to do at the end of the lesson?
 Students should be able to state current issues and trends in food technology.
 What resources are available to develop the concept?
 Pen or pencil
 Paper
 Food for Today (Glencoe-McGraw-Hill)Ch. 4
 Computer
 What questions will focus students’ thinking on the concept and help guide learning?
 What technological advancements are available today in food production?
 What technological advancements are available today in food processing?
 What technological advancements are available today in food storage?
 What technological advancements are available today in food preparation?
 How will I assess students’ understanding of the essential concepts and major details?
 Questioning
 Activity
 Quiz
1. Analogs are a form of _________________technology.
a. production
b. processing
c. storage
d. preparation
2. Which packaging uses carbon dioxide, oxygen, and nitrogen to slow bacteria growth.
a. MAP packaging
b. retort pouches
c. aseptic packages
d. shrink-wrap packaging
3. New vaccines and antibiotics help ___________________ technology.
a. preparation
b. storage
c. processing
d. production
Description of Lesson
Part of
Lesson
Before
During
After
Strategy
Brainstorm
What Students Will Do
What Teacher Will Do
Students will brainstorm and
write down items of things that
are technologically advanced in
the following areas: production,
processing, storage, and
preparation.
The teacher will introduce these
topics and monitor the students
as they write down their ideas.
Students will follow along in the
Food for Today textbook as Ch. 4 is
being discussed. They will write
down notes on the right 2/3 of
their paper and be assigned
specific areas of technology for
Cornell
them to do further independent
notes/computer
study and record that information
on the left 1/3 side of their paper.
The student can give an oral
report on this information at a
later time.
Closure Frame
Students will complete individual
closure frames about the
information from the lesson
The teacher will present the
lesson on issues and trends in
food technology. The teacher may
give the students an opportunity
to explore additional areas of
technology in: easy preparation,
taste, nutrition, allergies, food
substitutes, health foods, fast
foods, and engineered foods.
The teacher will hand out the
closure frames and monitor as the
students complete them.
Brainstorming (before)
Purpose:
To activate prior knowledge and spark interest in a topic.
Using the Strategy:
1. Provide the topic that will be the focus of the brainstorming.
2. Give students a couple of minutes to independently jot down their own lists.
3. Start the general brainstorming. Record on big paper or overhead so the list can be a reference for later. Write down ideas in the order they
are offered. No judgments on items, no editing, no rephrasing.
Cornell Notes (during and after)
Purpose:
To help students develop an organized method for taking notes that focuses on distilling material down to important ideas and summarizing the
material presented in the lesson.
Using the Strategy:
1. Have students draw a vertical like down their note paper about to divide the page into 1/3 on the left and 2/3 on the right.
2. Instruct students to “take notes” during the lesson on the 2/3 side of the paper. Take notes with the students several times (on the overhead or
document camera) before asking them to do this independently. The notes in this section should include main points and important details from
the lesson in abbreviated wording.
3. After the lesson is concluded, review notes and use the 1/3 side of the paper to make brief notes to bring attention to main idea, vocabulary, or
items that are unclear.
4. Have students write a 2-3 sentence summary at the end of the notes to capture the important information from the lesson.
5. Students can cover the right column, use the items in the left column as cues to study and then check the details by looking at the right
column.
(See next page.)
Closure Frame
Today’s lesson ___________________________________________________________
__________ . One key idea was___________________________________________ .
This is important because _____________________________________________
_____________________________ . Another key idea ________________________
____________________________________________________________________________ .
This matters because __________________________________________________
______________________________________________. In sum, today’s lesson
______________________________________________________________________________
____________________________________________________________________________ .