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This Teacher’s Guide provides information to help you get the most out of Investigating Food Additives.
The contents in this guide will allow you to prepare your students before using the program and to present follow-up activities to reinforce the program’s key learning points.
Every day, people enjoy an abundance of foods from which to choose when they are preparing meals or having a snack. Almost all flavorful, healthful foods that you buy in a grocery store contain additives. Since very few people have the time or money to grow, harvest, produce, and make their own food, society has become dependent on using convenience foods for daily preparation. However, there is a price for this convenience.
Because these foods contain additives, people need to be sure that additives used in a product are safe to eat now, and have no long-term effects. The purpose of this program is to help viewers understand what food additives are, the role they play in food production, where they come from, how they are regulated, and whether or not they are safe to eat.
After viewing the program, users will be able to…
● Define and identify food additives.
● Describe the effects of using additives, preservatives, emulsifiers, and stabilizers in food products.
● Explain how the safety of food additives is regulated by the FDA.
● List the pros and cons associated with using food additives.
National Standards
This program correlates with the National Standards for Family & Consumer Sciences Education from the Family and Consumer Sciences Education Association. The content has been aligned with the following educational standards and benchmarks from this organization.
● Demonstrate nutrition and wellness practices that enhance individual and family well-being.
● Evaluate the impact of science and technology on food composition, safety, and other issues.
● Evaluate factors that affect food safety, from production through consumption.
● Demonstrate use of current technology in food product development and marketing.
The National Standards for Family & Consumer Science reprinted with permission.
English Language Arts Standards
The activities in this Teacher’s Guide were created in compliance with the following National Standards for the
English Language Arts from the National Council of Teachers of English.
● Apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
● Use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
● Adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
● Employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
Standards for the English Language Arts, by the International Reading Association and the National Council of Teachers of English, copyright 1996 by the International Reading Association and the National Council of Teachers of English. Reprinted with permission.

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Technology Standards
The activities in this Teacher’s Guide were created in compliance with the following National Education
Technology Standards from the National Education Technology Standards Project.
● Students are proficient in the use of technology.
● Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
● Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
● Students use technology tools to process data and report results.
● Students use technology to locate, evaluate, and collect information from a variety of sources.
The National Education Technology Standards, reprinted with permission.
Without preservatives, bread would get moldy and salad oil would go rancid quickly than they otherwise would have, but consumers remain concerned about safety and the long-term effects of additives. This video details what additives are and how they work. It covers preservatives, antioxidants, stabilizers, buffers, and additives which provide color and flavor, and highlights BHA, BHT, and sulfites. It also discusses how the Food and Drug
Administration closely monitors and evaluates consumer problems with food additives, particularly adverse reactions, to ensure that additives are indeed safe.
Topic 1: Reading the Label
This section introduces viewers to the world of food additives by taking a closer look at the ingredients listed on boxes and labels.
Topic 2: What are Food Additives?
This section explains the Federal Food, Drug and Cosmetic Act that officially defined food additives. The definitions of direct, indirect, emulsifiers, and preservatives are also covered.
Topic 3: Using Food Additives
This section lists five uses of food additives: to maintain food consistency, to improve or maintain nutritional value, to maintain palatability and wholesomeness, to provide leavening or control pH level, and to enhance the flavor or give the food a desired color.
Topic 4: Natural and Synthetic Additives
This section discusses the difference between additives that come from nature and additives that are made in a lab.
It also explains that some natural additives can also be produced in a lab.
Topic 5: Safety of Food Additives
This section describes the evolution of restriction and regulations of food additives. Beginning in 1906 and following up through the Federal Food, Drug, and Cosmetic Act, this section explains rules for testing, approving, using, and advertising food additives.
Topic 6: Summary and Conclusion
This section summarizes the history, purpose, and importance of food additives.
● Food processing enables the year-round availability of foods that have limited growing seasons. Frozen and canned fruits and vegetables are just some examples.
● Processing extends the shelf life of foods.
● Foods that have been processed are also used in situations where refrigeration is not possible, such as camping expeditions and rations for the armed forces.
● Many processed foods are just as nutritious, or, in some cases, even more nutritious than fresh foods, depending on the manner in which they are processed.
● Some processed foods, such as breads and breakfast cereals, have vitamins and minerals added for extra nutrition.
● Food additives play an important role in preserving the freshness, safety, taste, appearance, and texture of foods.

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● All food additives in processed foods must be approved by the national regulatory body charged with food safety in each country.
● Strict limits are placed on the amount and types of additives in foods; any additive must be included in the ingredients listing on a food package.
● Antioxidants prevent fats and oils from becoming rancid, while emulsifiers stop peanut butter from separating into solid and liquid.
● Food additives keep bread free of mold, and allow fruit jams to gel so they can be spread more easily onto bread.
● Some of the best known food additives are salt, sugar, and lemon juice.
● Fruits and vegetables are a common source of food additives.
additive: Any substance added to food to enhance the safety, nutritional value, and/or appeal of the product.
antioxidant: An additive used to accelerate color fixing and to maintain the color of a product. ascorbic acid: An antioxidant that is used to preserve color during storage. citric acid: An additive that helps improve flavor and increase the effectiveness of other antioxidants. emulsifier: A substance that gives products a consistent texture and prevents separation.
GRAS: Abbreviation for “Generally Recognized As Safe”; includes things like salt, sugar, and spices, which have been used extensively in the past without causing harm. leavening agent: A substance added to breads, cakes, biscuits, and other baked goods, causing them to rise by creating air pockets. preservatives: An additive that is used to prevent spoilage of a product; also used to extend the shelf-life of a product. stabilizer: A substance which is used to keep products from changing their texture or form. synthetic: A substance that is man-made in a laboratory; not occurring naturally.
1. Which kinds of foods do you think contain additives?
2. Why would we intentionally put additives into food?
3. What are some examples of food additives?
4. Do you think food additives make foods more healthy or less healthy?
5. Roughly, when do you think people started using food additives?
1. Describe the pros and cons of using food additives.
2. What is the difference between natural and synthetic food additives? Is one safer than the other?
3. How is modern technology affecting the production of food additives?
4. How does the government regulate additives? What does it mean if something is GRAS?
5. Describe the five main purposes of food additives.

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Most Wanted List of Additives
Food additives serve several purposes, including maintaining consistency, improving nutritional value, improving flavor, and improving appearance. Have students work together in groups to identify the function of the following additives, list common foods in which the additives are found, and note any side effects or problems associated with each additive.
• Aspartame
• BHT
• BHA
• Sodium chloride
• Tartaric acid • Sodium benzoate
• Saccharin • Fructose
• Disodium phosphate • Guar gum
• Sulfite
• Ascorbic acid
• Calcium carbonate
• Lecithin
• MSG
• Nitrite
The Best of Additives
In this activity, students will be able to see first-hand how food additives help to make food more appealing by preventing oxidation. Students will be given a variety of ingredients to use as preservatives. Each preservative will be added to a piece of fruit. Then students will observe what happens to the fruit’s appearance over time using different preservatives.
• Divide the class into small groups. Give each group the following materials: paper plates, a banana, 2 cups of distilled water, preservatives (a piece of plastic wrap, a 400 mg vitamin C tablet, 3 teaspoons of sugar,
3 teaspoons of salt, 3 teaspoons of citric acid, 3 teaspoons of pure lemon juice, and 3 teaspoons of clear carbonated soda).
• To prepare the preservatives, dissolve the vitamin C tablet, salt, sugar, and citric acid separately in 100 ml of water.
• Cut the banana into eight equal parts and place each piece on a paper plate labeled with the preservative’s name. Immediately treat each of the banana slices with a different preservative. Leave one slice of banana completely untreated.
• Have each group record their observations after 10 minutes, 30 minutes, and 24 hours (refrigerate the bananas during the 24-hour period). What do the slices look like? Would you eat them? What effect does refrigeration have on the browning of fruits? Which common preservative was the most effective in preventing oxidation?
Name that Additive
Have students go home and select one of their favorite pre-packaged foods, and write down the ingredients from the label. They should indicate if ingredients are natural or synthetic, and which are additives. Using the information from the program, they should be able to identify what each additive does. Ask students how their opinion of this food changes (if at all) now that they know more about additives.
Labeling Laws
To help students understand the history of consumer protection as it applies to food, have them read The
Stories of the Laws Behind the Labels at http://vm.cfsan.fda.gov/~lrd/histor1a.html. Students should identify the changes to the original Food and Drugs Act of 1906, and what events brought about those changes.
Foreign Foods
Use the Internet to research how other countries regulate food additives. Do other countries have any different additives approved for consumption? List the similarities and differences between the U.S. and one other foreign country with regards to food additives. Recommended sites include:
United Kingdom: www.faia.org.uk
Northern Ireland: www.foodlaw.rdg.ac.uk/uk/reg-ni.htm
Scotland: www.foodstandards.gov.uk/scotland/regsscotland/regulations

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Australia/New Zealand: www.foodstandards.gov.au
Canada: www.inspection.gc.ca/english/reg/rege.shtml
1. True or False: Food additives are synthetic substances used in producing, processing, treating, packaging, or storing food.
2. A(n) ___________ food additive is an additive that is unintentionally added during handling, packaging, or storing food.
a) direct c) natural b) indirect d) synthetic
3. Which of the following is NOT one of the purposes of food additives?
a) To maintain consistency b) To improve nutritional value c) To enhance flavor d) To replace natural ingredients
4. _____________ give products a consistent texture and prevent them from separating.
5. ______________ keep products from changing their form.
a) Stabilizers b) Emulsifiers c) Leavening agents d) Preservatives
6. What do preservatives do?
7. Which of the following are antioxidants?
a) Ascorbic acid b) Citric acid c) Vitamin C d) All of the above
8. True or False: Synthetic additives pose more of a health risk than natural additives.
9. What do the letters GRAS stand for?
a) Good Reason to Add Salt b) Good Reason to Add Sugar c) Generally Recognized As Safe d) Groceries Regulated Around Standards
10. List three problems associated with additives.

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1. True or False: Food additives are synthetic substances used in producing, processing, treating, packaging, or storing food.
A.
False
Notes: Food additives can be natural or synthetic ingredients used to produce, process, treat, package, or store food.
2. A(n) ___________ food additive is an additive that is unintentionally added during handling, packaging, or storing food.
a) direct c) natural
A.
b b) indirect d) synthetic
Notes: A direct food additive is added intentionally. An indirect food additive is added unintentionally during the handling, packaging, or storing of food.
3. Which of the following is NOT one of the purposes of food additives?
a) To maintain consistency b) To improve nutritional value c) To enhance flavor d) To replace natural ingredients
A.
d
Notes: Additives are not meant to replace a food’s natural ingredients. However, some manufacturers abuse the use of additives and substitute artificial colors, flavorings, and fillers for the real food products.
4. _____________ give products a consistent texture and prevent them from separating.
A.
Emulsifiers
Notes: Emulsifiers give products a consistent texture and prevent them from separating. The oil and vinegar in salad dressing would separate without emulsifiers.
5. ______________ keep products from changing their form.
a) Stabilizers b) Emulsifiers c) Leavening agentsd) Preservatives
A.
a
Notes: Stabilizers and thickeners keep products from changing their form. They give smooth, uniform texture to foods like peanut butter.
6. What do preservatives do?
A.
Preservatives are used to prevent spoilage that might occur during the transportation of a product.
Manufacturers use preservatives to extend the shelf life of a product. Preservatives and curing agents such as table salt, sugar, benzoic acid, and sodium nitrate help prevent spoilage that could come from mold, air, bacteria, fungi, or yeast.
7. Which of the following are antioxidants?
a) Ascorbic acid b) Citric acid c) Vitamin C
A.
d d) All of the above
Notes: All of the above are antioxidants. They preserve color during storage. Citric acid also boosts flavor, and increases the effectiveness of other antioxidants.
8. True or False: Synthetic additives pose more of a health risk than natural additives.
A.
False
Notes: Whether an additive is natural or artificial has no bearing on its overall safety.
9. What do the letters GRAS stand for?
a) Good Reason to Add Salt b) Good Reason to Add Sugar c) Generally Recognized As Safe d) Groceries Regulated Around Standards
A.
c
Notes: The GRAS list is a list of substances which experts have Generally Recognized As Safe. These are things like salt, sugar, and spices, which are considered safe because they have been used so much in the past without having caused any apparent harm.
10. List three problems associated with additives.
A.
(1) Some additives have been poorly tested and their overall safety remains unknown. (2) Some people have mild to severe allergic reactions to certain food additives. (3) Some manufacturers abuse the use of additives and substitute artificial colors, flavorings, and fillers for real food products.

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Comprehensive Online Food Additives Database www.grokfood.com
Healthy Choices for Kids Online www.healthychoices.org
Kids Food Cyberclub www.kidfood.org
NoJunkFood.org
www.nojunkfood.org
Nutrition Data: Know What You Eat www.nutritiondata.com
Smart Mouth www.cspinet.org/smartmouth
Illinois Nutrition Education and Training Program www.kidseatwell.org
A Consumer’s Dictionary of Food Additives, by Ruth Winter. Three Rivers Press, 5th edition, 1999. ISBN:
0609803662
Naturally Dangerous: Surprising Facts about Food, Health, and the Environment, by James Paddock Collman.
University Science Books, 2001. ISBN: 1891389092

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The Carb Controversy: What Are the Facts?
• VHS/DVD
• Video worksheet and teacher’s key included
• Item # 33942
In this video, two friends have lunch together, but eat entirely different meals. One is on a low-carb diet—she thinks bread is the enemy. The other is on the track team—which has a pasta party to carb-load the night before every meet. This video cuts through the hype and looks at the facts about carbs and how they work in our bodies. Not available for preview. (18 minutes) © 2005.
The Healthy Palate
• DVD
• Item # 36121
In this program, chefs, nutritionists, and researchers at The Culinary Institute of America take a fresh look at how to prepare food that’s both healthy and flavorful. Drawing on information from the Harvard School of Public
Health, the USDA, and the Mediterranean diet, the program covers proteins, phytonutrients, good and bad fats, carb sources and grain substitutions, and how the body turns food into fuel. Cooking demonstrations are included. Not available for preview. (2 hours) © 2005.
Food Labels: Misleading Due to Misreading
• VHS/DVD
• Preview clip online (search on 35368)
• Closed captioned
• Correlates to educational standards
• Item # 35368
Does anyone really eat a sliver of a muffin or a fraction of a pickle? In this brief ABC News segment, John
Stossel blasts counterintuitive food labels that calculate fat, carbs, sodium, and other essential nutritional information based on a serving size that is unrealistically smaller than the unit size. A surefire discussion-starter for any course involving nutrition. (5 minutes) © 2005.
Obesity in a Bottle
• VHS/DVD
• Includes Worksheet
• Item # 36281
A soda or sugary juice drink—that’s how many teenagers satisfy thirst. Help them make healthier choices with this entertaining, information-packed video. It uses a fast-paced, teen-friendly format to address the enormous role that beverages play in America’s obesity problem. Topics covered include the effect of beverages on weight gain, beverage size, the dangers of both regular and diet sodas, a comparison of sports and energy drinks, a nutritional breakdown of other popular beverages, and the benefits of drinking water. Diabetes is also studied.
A worksheet is included. The DVD version has burned-in English subtitles. Not available for preview.
(20 minutes) © 2006.
All About Fat
• VHS/DVD
• Item # 37400
This video helps teachers and students sort through fat-related terms and concepts while building strategies for reducing the amount of dangerous fats in meals. Offering straightforward guidance on calories, cholesterol, triglycerides, and omega-3 and omega-6 fatty acids, the program also discusses the benefits of fish over other meats and soft or tub margarine over hardened margarine and butter. Specific meal preparation tips will show viewers the path toward health-conscious cooking and eating. Not available for preview. (19 minutes) © 2007.

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My Pyramid, The New Food Pyramid
• 3-piece set includes VHS or DVD, 18”x24” laminated poster, and PowerPoint® presentation on Windows/Mac CD-ROM
• Items also available separately (except poster)
• Preview clip online at www.films.com (search on 35058)
• Viewable/printable teacher’s guide online
• Correlates to National Health Education Standards for Achieving Health Literacy
• Item # 35058
Use this three-piece set to get a handle on the USDA’s new nutrition model! Covers all of the government’s 2005 food and fitness recommendations.
The New Food Pyramid (VHS or DVD)
When it comes to nutrition today, one size doesn’t fit all. That’s why the USDA created MyPyramid, a food guidance system that emphasizes a more individualized approach to improving diet and overall physical fitness. After watching this video, your students will have a clear understanding of the food pyramid’s history, the six themes incorporated into the MyPyramid system, the main components of MyPyramid, and how people like themselves can make this updated food pyramid a part of their life. Solid information delivered by nutrition experts from Princeton University and elsewhere and supported by onscreen diagrams, lists, and fun facts make The New Food Pyramid an indispensable part of any health-related video collection.
A Meridian Production. Recommended for grades 7-12. (22 minutes) © 2006.
MyPyramid Poster
Use this laminated MyPyramid poster to show learners the new way to look at healthy eating and activity.
The front explains what the MyPyramid symbol means and sets general guidelines for how much to eat from each food group. And because MyPyramid is part of a system that emphasizes an individualized approach to improving diet and lifestyle, there’s also a letter-size reproducible chart on the back that allows students to customize those guidelines based on their gender, age, and activity level. One 18” x 24” poster. © 2005.
MyPyramid Educator’s PowerPoint ®
New guidelines, new pyramid! This PowerPoint® presentation will bring educators up to speed on MyPyramid without delay. Whether you show it onscreen or print it out on overheads, it’ll help viewers understand the system faster than you can say “Steps to a healthier you!” Concepts, symbolism, and dietary recommendations are all covered. Windows/Macintosh hybrid CD-ROM. © 2005.
Nutrients: Their Interactions
• VHS/DVD
• Preview clip online (search on 32134)
• Closed captioned
• Correlates to National Science Education Standards and National Health Education Standards
• Viewable/printable teacher’s guide and related resources online
• Recommended by Educational Media Reviews Online
• Item # 32134
If taste were a reliable guide to a nutritious diet, candy and soda would be two food groups vital to good health—but it’s not. That’s why this video takes a scientific look at dietary nutrients, explaining what they are, why the body needs them, and how they work with each other to produce energy, stimulate growth, repair and maintain hard and soft tissues, and regulate bodily processes. Metabolism, energy yield from different food types, the composition and role of blood, key vitamins and minerals, dietary fiber, and recommended daily allowances are only a few of the topics covered in this detailed overview of the biochemistry of nutrition. The impact of nutritional deficiencies on short- and long-term health is also discussed. A Meridian Production.
(21minutes) © 2004.
The ABCs of Vitamins
• VHS/DVD
• Preview clip online (search on 30908)
• Closed captioned
• Correlates to educational standards
• Viewable/printable teacher’s guide online
• "Basic information, clearly presented, comes from savvy dieticians and a nutrition and exercise consultant ... can be used to introduce the topic in health, sports, or cooking classes."—School Library Journal
• Item # 30908
This program offers a balanced overview of vitamins and minerals—what they are, why they are so important, and who really needs to take supplements. Experts discuss what happens when there is a deficiency of one of these nutrients, as well as the dangers of mega-dosing. Lively pop-up graphics support each topic by providing interesting, often surprising facts. A Cambridge Educational Production. (24 minutes) © 2003.

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Diet and Disease in Modern Society
• VHS/DVD
• Preview clip online (search on 32133)
• Closed captioned
• Correlates to the National Health Education Standards and the National Standards for Family and Consumer Sciences
Education
• Viewable/printable teacher’s guide and related resources online
• Recommended by Educational Media Reviews Online
• Item # 32133
What’s so bad about saturated fat, and what makes fiber so good? In a society where convenience foods rule and obesity is a national epidemic, it’s time to find out. This video investigates the relationship between diet and a number of frequently interrelated diseases and conditions, including heart attack, stroke, high blood pressure, hardening of the arteries, obesity, Type 2 diabetes, and cancer. Topics include high- and low-density lipoproteins; saturated, monounsaturated, and polyunsaturated fats; soluble and insoluble fiber; electrolyte minerals; antioxidants and free radicals; the effects of smoking and alcohol consumption; Disability-Adjusted Life Years; and the
Body Mass Index. A Meridian Production. (36 minutes) © 2004.

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