Course Title: Food Science
Length of Course: 1 year
Credit: 1
Credentials/Certification: N/A
Prerequisites: Nutrition and Wellness
Clock hours: 160 Hours
Grade Level: 10-12
Teaching Resources:
Mehas, Rodgers. (2006) The Biochemistry of Food and Nutrition Food Science Food Science. McGraw-Hill.
Largen, Bence. (2006) Guide to Good Food. Goodheart-Willcox
http://www.mypyramid.gov
http://kdheks.org
http://foodsci.k-state.edu
Course Description:
Food Science is the study of producing, processing, preparing, evaluating, and using food. It is based on the numerous areas
of science, including organic chemistry and physics, biology, microbiology, botany, physiology, zoology, and bacteriology.
Experience-based Learning Activity: “Nutrition Analysis Action Project” (Unit 13)
Select a family/community favorite recipe. Modify the recipe by reducing fat, calories, sodium and/or sugar. Investigate ways to
modify the recipe by researching substitute ingredients. Conduct taste tests, nutritional analysis, and cost comparisons of
modified and original product. Present the results of the modification project including pictures in written form or in a
PowerPoint presentation.
Food Science Sample Course Outline, 6.24.07
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COURSE: Food Science
UNIT 1: What is Food Science?
COMPETENCY:
TIME SPENT: 3 Hours
0.1.1 Writes effectively for a variety of audiences, purposes, and contexts. (narrative, expository, technical, persuasive) (Application)
9.2.1 Define the study of the science of food and nutrition. (Knowledge)
OBJECTIVE: The learner will discover the interrelationship of food, nutrition, and science. (Analysis)
COURSE OUTLINE
Teacher will introduce
(0.1.1)
6-trait writing
- Conventions
- Ideas and Content
- Organization
- Sentence Fluency
- Voice
- Word Choice
Students will demonstrate
Implement the 6 traits of writing to communicate the importance of
food science. (Application)
(9.2.1) Science of Food Study
- History of food science
- Related areas of food science
Identify the areas of food science and trace the development of the
scientific study of food. (Knowledge)
Compose an original definition of what food science means and
how it applies to life. (Synthesis)
Compare and contrast food, nutrition, and science. (Analysis)
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COURSE: Food Science
UNIT 2: Careers In Food Science
COMPETENCY:
TIME SPENT: 6 Hours
0.1.3 Clarify personal and family issues. (Comprehension)
0.4.2 Use technology to analyze, manipulate, and interpret information. (Application)
0.7.1 Analyze ways that individual career goals can impact the family’s capacity to meet goals for all family members. (Analysis)
0.7.2 Analyze the potential impact of career path decisions on balancing work and family. (Analysis)
0.7.3 Develop a life plan for achieving individual, family and/or career goals. (Application)
0.7.4 Determine skills and knowledge needed for a life plan. (Evaluation)
9.1.1 Evaluate jobs and preparation requirements for food science careers within the food science industry. (Evaluation)
9.1.2 Assess personal qualifications, interests, values, and educational food science preparation for employment in the industry and applications for
the home. (Evaluation)
OBJECTIVE: The learner will explore career paths within the food science industry. (Analysis)
COURSE OUTLINE
Teacher will introduce
(0.1.3) Identify personal and family issues that affect
our careers.
- Money
- Time
- Talents
- Family needs
- Personal interests
-Personal and family goals
Students will demonstrate
Identify personal and family issues that affect careers. (Knowledge)
(0.4.2) Technology use for finding and using
information
- Websites
- Google searches
- Web searches
- PowerPoint
- Computer technology
Utilize technology for researching careers in food science.
(Application)
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Explain how personal and family issues affect careers.
(Comprehension)
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(9.1.1)
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Benefits of studying food science
Personal benefits
Food safety understanding
Social impacts
Environmental impacts
Identify career and job possibilities in food science after researching
food science opportunities. (Knowledge)
Career opportunities in food science
Food industry companies
Government
Universities
Process companies
Bio technology
Food quality assurance
Analytical labs
Food ingredient suppliers
Numerous other careers
Assess the benefits of food science in the areas of personal, social,
and environmental. (Evaluation)
Explain the skills needed and the preparation necessary for a
career in food science. (Comprehension)
(0.7.3) Developing a life plan:
-Identify goals
-Education needs
-Desire for income
-Family goals and needs
-Timelines
List key aspects for a life plan. (Knowledge)
(0.7.4) Skills and Knowledge for Life Plan
Development
- Appraise personal strengths
- Appraise personal work ethic
- Problem-solving skills
- Education opportunities
- Cost of education
- Financing education
Utilize resources to determine personal skills and knowledge.
(Application)
(9.1.2)
Decide qualities necessary for a food science career. (Evaluation)
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Qualities, Education, and Skills for Food
Science Careers
Detail-oriented
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Write a life plan for achieving individual, family, and/or career goals.
(Application)
Determine skills needed for a life plan. (Evaluation)
Determine a variety of careers in food science. (Evaluation)
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Organizational skills
Communication skills
Lab skills
Types of education
(0.7.1)
Career goals:
- Education
- Time required
- Skills involved
- Income
Family goals:
- Marriage
- Single
- Parenting
- Number of children
Identify personal career goals. (Knowledge)
(0.7.2) Impact of Career Goals on Balancing Work
and Family
- Benefits of employers
- “Family-friendly” workplace
- Safe and healthy work environment
- Time required for career
- Income potential
Explain the importance of work place benefits. (Comprehension)
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Identify personal family goals. (Knowledge)
Investigate the effect of career goals on the family. (Analysis)
Analyze the potential impact of career path decisions on balancing
work and family. (Analysis)
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COURSE: Food Science
UNIT 3: Using Laboratory Equipment and Measurement
COMPETENCY:
0.5.3
0.5.4
9.3.2
9.3.3
9.3.4
9.3.5
TIME SPENT: 10 hours
Understand how to document and report emergency/crisis situations and outcomes to the appropriate authorities. (CC K&S) (Knowledge)
Follow regulations, organizational policies, and procedures to assure a safe and healthy environment. (Application)
Practice good personal hygiene procedures. (Application)
Identify the location and demonstrate the correct use of emergency equipment in the laboratory. (Knowledge/Comprehension)
Identify basic laboratory equipment, rules for usage, and performance techniques. (*9.5.4) (CC K&S) (S1.1.3▲) (Knowledge)
Demonstrate how to make accurate and precise laboratory measurements. (CC K&S) (S1.1.3▲) (Application)
OBJECTIVE: The learner will demonstrate safety in the lab and knowledge of equipment and
measurement. (Comprehension)
COURSE OUTLINE
Teacher will introduce
(0.5.4) Policies and procedures of the lab
- Fire safety procedures
- Glassware safety
- Sharp instrument safety
- Eye safety
- Chemical safety
- Electrical safety
- Follow regulations to
o Prevent injuries
o Improve time on task
o Improve sanitation
Students will demonstrate
Demonstrate knowledge of the policies and procedures of the lab
to assure a safe environment. (Comprehension)
(9.3.2) Hygiene Procedures
- Hand washing
- Wash any substance from your hands
immediately
- If sneeze, cough, or touch face during the
experiment, wash hands before continuing
- Use a cutting board for all cutting procedures
- Appropriate clothing
Explain the necessity of good personal hygiene. (Evaluation)
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Utilize lab policies to promote safety and sanitation. (Application)
Develop proper hand washing procedures. (Application)
Utilize proper hand washing techniques. (Application)
Explain the necessity of personal protective clothing to prevent
contamination. (Comprehension)
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When and why to wear gloves
Sanitary work station
Select necessary personal protective clothing. (Evaluation)
Explain the necessity of good personal hygiene. (Comprehension)
(9.3.3) Placement of emergency equipment
- Eyewash station
- Safety goggles
- Latex and nitrile gloves
- Fire blanket
- Clear plastic and rubberized lab aprons
- Safety manuals
Show location of emergency equipment in the laboratory.
(Comprehension)
(0.5.3)
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Demonstrate how to document and report emergency situations.
(Comprehension)
Document and Report Emergencies
Call for help
Stay calm
Record information
Chain of command
Legal implications
Demonstrate the correct use of emergency equipment in the
laboratory. (Comprehension)
Present outcomes of emergency situations to the appropriate
authorities. (Application)
(9.3.4) Basic Laboratory Equipment
- Beakers
- Graduated cylinders
- Test tubes
- Erlenmeyer flasks
- Burets
- Petri dishes
- Holding devices
- Thermometers
- Balance
Select laboratory equipment that is suited for specific tasks.
(Application)
(9.3.5)
Laboratory Measurements
- Massing
- Weight
- Volume
- Length
Demonstrate how to make accurate and precise laboratory
measurements. (Application)
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Demonstrate proper use and maintenance of laboratory
equipment. (Application)
Demonstrate techniques for working safely in a food science
laboratory. (Application)
Distinguish between metric units of length, mass, and volume, and
the prefixes used with them. (Analysis)
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Area
Metric
Metric conversion
Temperature
Compare temperatures on the Celsius and Fahrenheit temperature
scales. (Analysis)
Demonstrate techniques for taking length, volume, mass, and
temperature readings. (Application)
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COURSE: Food Science
UNIT 4: The Scientific Method
COMPETENCY:
TIME SPENT: 3 Hours
0.1.2 Comprehends a variety of texts. (narrative, expository, technical, persuasive) (Comprehension)
0.1.4 Understands the purpose of text features and uses such features to locate information in and to gain meaning form appropriate-level texts.
(Knowledge)
0.1.8 Uses data analysis in real-world problems with rational number data sets to compare and contrast two sets of data, to make accurate
inferences and predictions, to analyze decisions, and to develop convincing arguments from data displays. (Application)
0.3.3 Critique alternative methods of solving problems and accomplishing tasks. (Evaluation)
0.3.6 Implement an action plan. (Application)
9.3.6 Demonstrate the use of the scientific method when participating in food science and consumer experiences. (Comprehension)
OBJECTIVE: The learner will utilize the scientific method. (Application)
COURSE OUTLINE
Teacher will introduce
(0.1.2) Variety of texts
- Reference books
- Professional writings
- Magazines
- Technology Sources
- Dictionaries
Students will demonstrate
Compare and contrast the usage of a variety of text for information.
(Comprehension)
(0.1.4) Text Scan
- Glossary
- Index
- Table of contents
- Text headers
- Bold print
- Italics
- Appendix
Interpret the value of scanning food science resources.
(Comprehension)
(0.3.3) Problem solving
- Recognize the primary problem
- Evaluate information
List the steps of solving problems. (Knowledge)
Food Science Sample Course Outline, 6.24.07
Explain the value of different texts for use in food science.
(Comprehension)
Practice using text features to locate and gain meaning of
information. (Application)
Demonstrate selecting the best choice to solve a problem.
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- Analyze alternative and consequences
- Select the best choice
- Outline and take action
- Note the results of actions taken
(9.3.6) Scientific Method
- Observation
- Hypothesis
- Inductive and deductive reasoning
- Experiment
- Independent and dependent variables
- Analyzing data
- Reporting
- Develop and revise theory
(Comprehension)
(0.3.6) Action Plans
- Identify a concern
- Set the goal
- Form a plan
- Take action
- Follow up
Explain the steps of an action plan. (Comprehension)
(0.1.8) Data analysis
- Data table
- Graphing
- Charts
- Lab reports
Interpret results of scientific food studies by comparing and
analyzing data. (Evaluation)
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Choose methods of solving problems and accomplishing tasks.
(Evaluation)
Explain the steps of the scientific method. (Comprehension)
Compare problem-solving steps to solving scientific problems.
(Comprehension)
Utilize the scientific method to solve food science problems.
(Application)
Implement the action plan using the scientific method.
(Application)
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COURSE: Food Science
UNIT 5: Keeping Food Safe
COMPETENCY:
TIME SPENT: 7 Hours
0.3.4 Evaluate potential consequences of alternative choices. (Evaluation)
0.3.5 Use criteria and standards to make ethical decisions. (Application)
0.5.2 Practice safety techniques to create a safe environment. (Application)
0.6.5 Apply leadership, citizenship, and teamwork skills in authentic experiences. (21st) (H-G) (SC CD 3.2) (Application)
9.4.1 Identify sources and symptoms of food borne illness. (Knowledge)
9.4.2 Use the Hazard Analysis Critical Control Point during all food handling processes to minimize the risk of food borne illness. (*9.2.4) (CC K&S)
(Application)
9.4.3 Use time, temperature, date markings, cross contamination, hand washing, and personal hygiene as criteria for safe food preparation.
(Application)
9.4.4 Explore the agencies that regulate food quality, protect consumer rights, and handle consumer complaints. (Analysis)
OBJECTIVE: The learner will examine criteria set for safe food preparation by agencies that regulate
food quality. (Analysis)
COURSE OUTLINE
Teacher will introduce
(0.3.4) Making a choice to solve problems
- Identifying possible choices
- Criteria to select the best choice
Consequences of poor choices in sanitation practices
- Food borne illness
- Food toxins
Students will demonstrate
Explain how to identify possible choices. (Comprehension)
Introduce “Serve Safe” instructor to implement and
certify students.
Introduce the state inspector on food safety issues.
(9.4.1) Chemical, physical, and biological hazards
- Food borne illness (biological)
- Symptoms of food borne illness
- Cross contamination of chemical items (chlorine
bleach) in food
Critique possible consequences of poor sanitation practices.
(Evaluation)
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Select the best choice to solve the problem. (Evaluation)
List possible consequences of poor sanitation practices.
(Knowledge)
Identify common bacteria, viruses, fungi, and parasites.
(Knowledge)
Identify sources and symptoms of food borne illness. (Knowledge)
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Cross contamination of physical items (ex.
glass) in food
Demonstrate the steps to prevent the spread of food borne
illnesses. (Comprehension)
Identify the chemical, biological, and physical hazards that occur in
food. (Knowledge)
Determine situations in which cross-contamination occur.
(Analysis)
(0.3.5) Ethical Decisions
- Definition of ethics
- Personal ethics
- Test for ethics
o What if everyone made this choice?
o What if this happened to me?
o Would this work in different
circumstances?
o Would this benefit the most people?
Define ethical decision. (Knowledge)
(0.5.2) Safety Techniques
- Danger recognition and prevention efforts
- Food safety
- Following HACCP guidelines
- Documenting procedures
Interpret safety techniques for a safe environment.
(Comprehension)
Explain personal ethics. (Comprehension)
Utilize criteria and standards to make ethical decisions when
handling food. (Application)
Exhibit safety and sanitation guidelines when handling food.
(Application)
Choose potential/critical points of contamination to food in a food
service facility. (Application)
Examine appropriate procedures in emergency situations to reduce
and promote safety. (Analysis)
Write a sample emergency report with applicable outcomes.
(Application)
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(9.4.3) Safe food preparation
- Temperature and time safety
- Date marking
- Prevention of cross contamination
- Personal hygiene
Select temperature and time for the control of food safety.
(Application)
Distinguish between situations in which contamination and crosscontamination occur. (Analysis)
Assess the safety of food preparation methods. (Evaluation)
(0.6.5) Leadership and citizenship behaviors
- Initiative and persistence
- Vision and imagination
- Sincerity and integrity
Research how leadership and citizenship impact food safety.
(Comprehension)
(9.4.2) HACCP
- Flow of food
- Receiving
- Storage
- Preparation
- Cooking
- Holding and displaying food
- Cooling and reheating food
- Serving food safely
- Cleanup and storage
List HACCP procedures for handling food. (Knowledge)
(9.4.4) Agencies that regulate food quality and safety.
- Public Health and Safety
- Food and Drug Administration (FDA)
- Food and Agricultural Organization (FAO)
- United States Department of Agriculture (USDA)
Research agencies that work with the quality and safety of food.
(Comprehension.)
Implement leadership and citizenship skills to assure the safe
handling of food. (Application)
Explain the purpose of the HACCP system. (Comprehension)
Construct evaluations of food through the critical control points in
the flow of food. (Synthesis)
Write a sample letter of complaint to an agency about food safety
issues. (Application)
Investigate ways to protect the consumer from contaminated food.
(Analysis)
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COURSE: Food Science
UNIT 6: Sensory Evaluation
COMPETENCY:
TIME SPENT: 8 Hours
9.5.1: Examine the sensory factors that make up the sensory characteristics for tasting food. (*9.5.6) (Analysis)
9.5.2: Demonstrate controlled sensory tasting and rating techniques. (*9.5.7) (S1.1▲) (Comprehension)
9.5.4: Calculate foods cost and examine price point in food product development and marketing. (Synthesis)
OBJECTIVE: The learner will discuss sensory tasting and rating techniques and its affects on marketing.
(Synthesis)
COURSE OUTLINE
Teacher will introduce
(9.5.1) Sensory Characteristics
- Appearance
- Taste
- Odor
- Texture
Students will demonstrate
Explain how various influences affect food choices.
(Comprehension)
Describe sensory characteristics that affect food preferences.
(Knowledge)
Plan a setting for successful sensory evaluation. (Application)
Demonstrate a sensory evaluation and explain the role in the food
industry. (Comprehension)
(9.5.2) Sensory Evaluation Rating Techniques
- Sensory evaluation panels
- Trained experts
- Laboratory panels
- Consumer panels
- Uniform evaluations
- Minimize bias
- Minimize distractions
- Help evaluators use senses to fullest
Explain sensory evaluation rating techniques. (Comprehension)
(9.5.4) Costing Food
Calculate the cost of ingredients, food preparation cost, markup,
Food Science Sample Course Outline, 6.24.07
Implement controlled sensory tasting and rating techniques.
(Application)
Examine sensory tasting results. (Analysis)
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Ingredient cost
Price point
Markup
Costing formula
Food Science Sample Course Outline, 6.24.07
and determine the price point for marketing products. (Synthesis)
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COURSE: Food Science
UNIT 7: Energy
COMPETENCY:
TIME SPENT: 10 Hours
0.3.7 Evaluate outcomes to measure progress. (Evaluation)
0.1.6 Adjust original rational number estimate of a real-world problem based on additional information. (Synthesis)
0.4.1 Use a variety of communication technologies to locate information and manage records for family, work, and community settings.
(Application)
9.6.1 Analyze the relationship between calories, food, and energy. (Analysis)
9.7.3 Compare the process of heat transfer in cooking and baking processes. (S2A.3) (S2B.2.2▲) (Analysis)
OBJECTIVE: The learner will examine the transfer of energy from one source to another though cooking,
eating, and health. (Analysis)
COURSE OUTLINE
Teacher will introduce
(0.1.6) Estimate and adjust
- Educated guess
- Actual facts
- Making adjustments
Students will demonstrate
Estimate calorie intake. (Synthesis)
Adjust calorie intake based on diet information. (Synthesis)
Verify actual calorie consumption. (Synthesis)
(0.4.1) Communication technologies
- Internet
- http://www.dietfacts
- http://www.nutritionaldata
- http://www.drkoop
- http://www.thecaloriecounter
- Other websites
Utilize communication technologies to locate information and
manage records for personal food diary or Basal Metabolic Index.
(Application)
(9.6.1) Sources of Energy
- Physical energy
- Solar energy
- Mechanical energy or energy of motion
Identify sources of energy. (Knowledge)
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Compare units of heat measure. (Analysis)
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Measuring Energy
- Calorie
- Joule
(9.7.3) Heat Transfer
- Conduction
- Convection
- Radiation
- Microwaves
- Induction
Energy Balance
- Energy and body weight
- Kilocalories equal daily activity
Develop an awareness of energy needs and health. (Application)
(0.3.7) Measuring Progress
- Set a weight goal
- Develop a personal weight chart
- Evaluation of progress
Explain how to set a weight goal. (Comprehension)
Food Science Sample Course Outline, 6.24.07
Compare and contrast types of heat transfer. (Analysis)
Analyze the relationship between calories, food, and energy.
(Analysis)
Measure progress while achieving weight goal and evaluate the
development of the goal. (Evaluate)
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COURSE: Food Science
UNIT 8: Elements, Compounds & Mixtures
COMPETENCY:
TIME SPENT: 10 Hours
0.2.1 Use appropriate communication strategies for most effective outcome. (Application)
9.7.2 Identify chemical symbols and use these symbols in writing chemical formulas and equations. (Knowledge)
OBJECTIVE: The learner will identify physical and chemical properties of matter and use chemical
symbols when writing formulas and equations. (Knowledge/Application)
COURSE OUTLINE
Teacher will introduce
(0.2.1) Listening and writing skills for clear
communication
- Ask for feedback
- Ask for clarification
- Avoid giving or making judgment
Students will demonstrate
Use chemical symbols and their elements to communication food
science information. (Application)
(9.7.2) Physical and Chemical Properties
- Solid, liquid, and gas
- Substance changes through chemical reaction
- Classification of matter
- Pure substance
elements and compound
- Mixture
homogeneous or heterogeneous
- Elements, symbols, and formulas
Explain the difference between physical and chemical properties.
(Comprehension)
Clarify information for a listener. (Comprehension)
Compare the physical phases of matter. (Analysis)
Distinguish between pure substances and mixtures. (Analysis)
Explain the relationship between elements and compounds.
(Comprehension)
Compare heterogeneous and homogeneous mixtures. (Analysis)
Identify chemical symbols and use these symbols in writing
chemical formulas and equations. (Knowledge)
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COURSE: Food Science
UNIT 9: Chemical Reactions & Physical Changes
COMPETENCY:
TIME SPENT: 10 Hours
0.2.4 Communicate respectfully and effectively with people of different cultures and diverse perspectives. (Comprehension)
0.6.4 Recognize diverse abilities of team members. (21st) (SC AD 1.2) (Knowledge)
9.7.1 Relate differences in chemical and physical changes to the state of matter. (Knowledge)
OBJECTIVE: The learner will clarify the differences in chemical and physical changes to the state of
matter. (Comprehension)
COURSE OUTLINE
Teacher will introduce
(0.2.4) Communicating with different cultures
- Communication styles of various cultures
Students will demonstrate
Communicate physical and chemical changes of food with people
of diverse perspectives and/or different cultures. (Comprehension)
(0.6.4) Diversity and Inclusion
- Working as a team
- Decisions make a difference
- Satisfied workers have autonomy and
control over their work
- Workers prefer to do a variety of tasks
- Good relationships are related to job satisfaction
Display techniques in building interpersonal relationships.
(Comprehension)
(9.7.1) Chemical and physical changes
- Protons
- Neutrons
- Electrons
- Types of bonds
Compare and contrast chemical and physical changes to the state
of matter. (Comprehension)
Utilize individual differences. (Application)
Compare the parts of an atom. (Analysis)
Calculate the mass of one mole of an element or compound.
(Synthesis)
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Demonstrate how ionic and covalent bonds are formed.
(Comprehension)
Distinguish between reversible and irreversible reactions and
changes. (Analysis)
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20
COURSE: Food Science
UNIT 10: Water
COMPETENCY:
TIME SPENT: 5 Hours
0.6.2 Recognize and model positive leadership and teamwork behaviors to inspire others. (Knowledge/Application)
9.8.1 Explain the properties and functions of water. (Comprehension)
OBJECTIVE: The learner will explain the properties and functions of water. (Comprehension)
COURSE OUTLINE
Teacher will introduce
(0.6.2) Leadership and teamwork behaviors
- Communication
- Teamwork skills,
- Negotiating skills,
- Inspire others to take action
Students will demonstrate
List factors necessary for an effective team. (Knowledge)
(9.8.1) Properties and Functions of Water
Water Molecule
- Properties of water
o Freezing point
o Boiling point
o Solvents
- Water and foods
- Water and the body
Compare and contrast the properties and functions of water.
(Analysis)
Practice working as a team in various situations. (Application)
Model leadership behaviors. (Application)
Experiment with the properties and functions of water. (Application)
Explain the functions of water in food preparation.
(Comprehension)
Identify how the body uses water. (Knowledge)
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COURSE: Food Science
UNIT11: Acids & Bases
COMPETENCY:
TIME SPENT: 5 Hours
0.5.1 Manage the physical and social environment to reduce conflict and promote safety in family, workplace, and community. (CC K&S) (21 st) (SC
P/SD 3.1) (Application)
9.3.1 Apply proper safety techniques for the laboratory. (Application)
9.8.6 Describe and analyze the impact of acids and bases in foods. (Knowledge/Analysis)
OBJECTIVE: The learner will analyze the impact of acids and bases. (Analysis)
COURSE OUTLINE
Teacher will introduce
(9.3.1) Safety Techniques
- Read procedures
- Tie back hair
- Wear an apron
- Wear safety goggles
- Organize equipment
- Wash your hands before any food experiment
- Keep workplace uncluttered
- Wash substances from your hands immediately
- Use tongs, pot holder, or heat resistant gloves
- Clean up spills immediately
- Sweep glass into dustpan or pick up with paper
towel if necessary
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Students will demonstrate
Explain the need for the use of safety techniques in the laboratory.
(Comprehension)
Use safety goggles when handling acids and bases. (Application)
Select necessary personal protective clothing. (Evaluation)
Utilize proper hand washing techniques. (Application)
Demonstrate techniques for working safely in a food science
laboratory when handling acids and bases. (Application)
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(0.5.1) Dealing with conflict:
- Tolerance of others
- Positive attitude
- Change the subject
- Take a personal stand against
serious conflict
- Don’t allow people to intimidate or bully you
- Simply walk away
Give examples of ways to deal with conflict. (Comprehension)
(9.8.6) Acids and Bases
- Ionization of water
- Defining acids and bases
- General properties of acids and bases
- pH Scale
- Expressing concentration
- Acids and bases in food
- Acids and bases in the body
Relate the process of ionization to the formation of acids and
bases. (Comprehension)
Recognize and apply skills to reduce conflict and promote a safe
social environment. (Knowledge/Application)
Identify the impact of acids and bases. (Knowledge)
Analyze the impact of acids and bases in foods. (Analysis)
Compare the acidity of substances using the pH scale and pH
indicators. (Analysis)
Analyze the importance of pH to physical health. (Analysis)
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COURSE: Food Science
UNIT12: Digestion and Metabolism
COMPETENCY:
TIME SPENT: 8 Hours
0.3.1 Clarify personal and family issues. (Comprehension)
9.6.2 Examine the digestive system and the role of enzymes in digestion and food preparation. (Analysis)
OBJECTIVE: The learner will examine the process of digestion and the purpose of metabolism in the
body. (Analysis)
COURSE OUTLINE
Teacher will introduce
(0.3.1) Personal and family issues for meals
- Eating habits
- Food preparation
- Eating as a group or family
Students will demonstrate
Examine personal factors that affect meal-eating habits. (Analysis)
(9.6.2) Digestive system
- Digestion and absorption of nutrients
- Digestive system
- Role of enzymes
- Role of fiber
- Sources of fiber
Explain how nutrients are absorbed. (Comprehension)
Clarify preferences for food preparation methods.
(Comprehension)
Experiment with enzymes in digestion and food preparation.
(Application)
Examine the digestive system and the role of enzymes in digestion
and food preparation. (Analysis)
Examine the role of fiber on the digestive system and determine
sources of fiber in foods. (Analysis)
(9.6.2) Roles of Metabolism
- Function of metabolism
- Metabolic process
- Metabolism and weight management
- Diabetes
- Sugar
- Carbohydrates
Food Science Sample Course Outline, 6.24.07
Define metabolism. (Knowledge)
Explore the function of metabolism in the body. (Analysis)
Examine the role of sugars and carbohydrates how they affect
diabetes. (Analysis)
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Determine sugar alternatives for diabetics (Analysis)
Food Science Sample Course Outline, 6.24.07
25
COURSE: Food Science
UNIT 13: Nutrition Basics
COMPETENCY:
0.1.9
0.4.3
0.6.1
9.2.2
9.2.3
9.5.3
TIME SPENT: 8 Hours
Research, apply, and evaluate information to accomplish tasks. (Comprehension/Application/Evaluation)
Identify adequate, reliable information, and resources. (Knowledge)
Examine the FCCLA organization and its relationship to the family and consumer sciences curriculum. (Analysis)
Analyze various guidelines for good nutrition that promote the health of individuals at home, work, and community. (Analysis)
Analyze and examine reliable sources of consumer food and nutrition information. (Analysis)
Evaluate food label information. (Evaluation)
OBJECTIVE: The learner will investigate nutrition information. (Analysis)
COURSE OUTLINE
Teacher will introduce
(0.1.9) Research Techniques
- Acquire information
- Library
- Internet
Students will demonstrate
Research, apply, and evaluate information to gain knowledge of
food science. (Comprehension/Application/Evaluation)
(9.2.2) Guidelines for good nutrition
- Elements of nutrition
- Essential nutrients
- Dietary Reference Intakes (DRIs)
- Recommended Daily Allowances (RDA)
- Dietary guidelines
- My Pyramid
List essential nutrients. (Knowledge)
(0.4.3) (9.2.3) Reliable Resources for Nutrition
information
- Research based
- Logical information
- More than one source
- Author’s credentials
Develop a checklist to determine the reliability of information.
(Application)
Food Science Sample Course Outline, 6.24.07
Choose various websites to get nutritional information. (Application)
Choose healthful foods according to dietary guidelines. (Synthesis)
Plan healthful menus using My Pyramid. (Application)
Discuss the understanding of nutrition to physical well being.
(Synthesis)
Select various sources that have reliable nutritional information.
(Application)
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- Accuracy of information
- Objectivity
Create a visual aid (pamplet, website, etc.) that contains reliable
sources of nutritional information. (Synthesis)
Research resources for specialized diets to solve nutrition
challenges. (Comprehension)
(0.6.1) FCCLA opportunities
- Citizenship
- Leadership
- Teamwork
Sharing food science information with others
- Contests
- Presentations
- Research
Investigate opportunities within the FCCLA organization for
leadership, teamwork, and/or citizenship. (Analysis)
(9.5.2) Reading Food Labels
- Nutrition facts panel
- Daily values
- Food label descriptors
Examine food labels for nutritional data. (Analysis)
Food Science Sample Course Outline, 6.24.07
Utilize an FCCLA opportunity to share nutrition information.
(Application)
Compare nutrient density of various foods. (Analysis)
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UCOURSE: Food Science
UNIT 14: Carbohydrates
COMPETENCY:
TIME SPENT: 5 Hours
0.7.5 Demonstrate processes for cooperating, compromising, and collaborating to achieve goals. (Comprehension)
0.1.1 Writes effectively for a variety of audiences, purposes, and contexts. (narrative, expository, technical, persuasive) (W1.4▲) (Application)
9.8.2 Analyze the structure and composition of carbohydrates and fiber. (Analysis)
OBJECTIVE: The learner will analyze carbohydrates and fiber in foods. (Analysis)
COURSE OUTLINE
Teacher will introduce
(0.7.5) Cooperation
- working for the good of the group
Compromise
- give and take
Collaboration
- sharing ideas, listening, communicating
Students will demonstrate
Explain how cooperation, compromise and collaboration promote
teamwork. (Comprehension)
(9.8.2) Carbohydrates and Fiber
- Simple
Sugars
- Complex
Starch and fiber
- Diseases
Analyze the structure and composition of carbohydrates and fiber.
(Analysis)
(0.1.1) Writing RAFTS
- Role
- Audience
- Format
- Topic
- Strong verbs
Write a RAFT using information about carbohydrates and fiber.
(Application)
Food Science Sample Course Outline, 6.24.07
Demonstrate the interpersonal relationship skills of cooperation,
compromise and collaboration to achieve goals. (Comprehension)
Experiment with carbohydrates and fiber. (Application)
Examine the role of simple carbohydrates vs. complex
carbohydrates. (Analysis)
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COURSE: Food Science
UNIT 15: Lipids
COMPETENCY:
TIME SPENT: 5 Hours
0.1.7 Generates and/or solves multi-step real-world problems with real numbers and algebraic expressions using computational procedures and
mathematical concepts. (Synthesis)
0.2.3 Apply and/or interpret nonverbal communication to fully understand meaning. (CC K&S) (Application)
9.8.3 Analyze the properties and composition of lipids in relation to their functions in food preparation and the body. (Analysis)
OBJECTIVE: The learner will analyze the functions of lipids in the body. (Analysis)
COURSE OUTLINE
Teacher will introduce
(9.8.3) Lipids
- Fatty acids
Saturated fat
Unsaturated fat
- Triglycerides
- Cholesterol
- Cooking with fats
- Diet
Students will demonstrate
Present how fatty acids form and the properties of triglycerides.
(Application)
Compare the structures of saturated and unsaturated fats.
(Analysis)
Distinguish the composition of lipids to their function in foods and in
the body. (Analysis)
Examine the relationship between cholesterol and heart disease.
(Analysis)
Choose an eating plan that keeps dietary lipids within healthful
levels. (Synthesis)
(0.1.7) Steps to figure percentage of fat in foods (9x
number of grams of fat/total number of calories =
percentage of fat)
Formulate the percent of fat calories in foods from the amount of
fat grams. (Synthesis)
Calculate the percentage of fat in snack foods. (Synthesis)
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(0.2.3) Non verbal Communication
- Body language
- Tone
- Eye contact
- Active listening
Food Science Sample Course Outline, 6.24.07
Utilize nonverbal communication to form human chains of fatty
acids. (Application)
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COURSE: Food Science
UNIT 16: Protein
COMPETENCY:
TIME SPENT: 8 Hours
9.7.5 Demonstrate emulsification in food technology. (Comprehension)
9.8.4 Describe the chemical nature and molecular structure of protein and the functions of protein in food. (Knowledge)
OBJECTIVE: The learner will explore the specialized functions of protein in the body and in foods.
(Analysis)
COURSE OUTLINE
Teacher will introduce
(9.8.4) Protein
- Molecular structure
- Amino acids
- Protein in foods
Meat/eggs
- Protein in cooking
Effects heat
Students will demonstrate
Evaluate sources and types of protein (Evaluation)
Describe the functions of protein in the body. (Knowledge)
Explain the significance of essential amino acids and complete
protein. (Comprehension)
Describe the chemical nature and molecular structure of protein
and the functions of protein in food. (Knowledge)
Evaluate food as sources of dietary protein. (Evaluation)
Describe the role of protein in the preparation of foods.
(Knowledge)
Explain what happens when milk protein is coagulated.
(Comprehension)
(9,8.4) Biochemistry of milk
- Protein in milk
Food Science Sample Course Outline, 6.24.07
Identify the effects of pasteurization, homogenizing, and fortifying
milk. (Knowledge)
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-
Other nutrients
Processing milk
Pasteurization
Homogenization
Fortification
- Types of milk products
- Cooking with milk and milk products
(9.7.5) Emulsifier
- Emulsifiers in food
- Permanent emulsions
Food Science Sample Course Outline, 6.24.07
Demonstrate the process of pasteurization and explain the usage
in food technology. (Comprehension)
Distinguish the characteristics of various milk products. (Analysis)
Examine reactions that may occur when milk is heated. (Analysis)
Demonstrate how emulsifiers work and why they are necessary in
food technology. (Comprehension)
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COURSE: Food Science
UNIT 17: Vitamins and Minerals
COMPETENCY:
TIME SPENT: 5 Hours
0.2.2 Use listening and writing skills appropriately to communicate clearly. (Application)
9.8.5 Examine the types, functions, sources, and deficiencies of vitamins, minerals, and phytonutrients. (Analysis)
OBJECTIVE: The learner will explain interrelationships among vitamins and minerals. (Analysis)
COURSE OUTLINE
Teacher will introduce
(9.8.5)
Vitamins and Minerals
- Functions of vitamins and minerals
- Types of vitamins
Water-soluble
Fat-soluble
- Sources of vitamins and minerals
- Foods
- Deficiencies
- Diseases
- Phytonutrients/Phytochemicals
Students will demonstrate
Examine the types, functions, and sources of vitamins and
minerals. (Analysis)
(0.2.2) Listening skills
- Clear communication
- Active listening
- Asking for feedback
- Asking for clarification
- Empathizing with the speaker
- Avoiding judgment
Utilize good listening skills to conduct an interview (example nutritionist or a manager at a health food store) about nutrition
supplements. (Application)
-
Evaluate foods as various sources of various vitamins and
minerals. (Evaluation)
Analyze vitamin and mineral deficiencies and the diseases that
result. (Analysis)
Explore the role of phytonutrients/phytochemicals in the diet.
(Analysis)
Writing skills
Conventions
Voice
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-
Ideas and content
Organization
Word choice
Sentence fluency
Food Science Sample Course Outline, 6.24.07
Prepare a written communication explaining your position on
vitamin supplements. (Application)
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COURSE: Food Science
UNIT 18: Leavening Agents and Fermentation
COMPETENCY:
TIME SPENT: 15 Hours
0.3.2 Identify adequate, reliable information, and resources for personal and family problem solving. (CC K&S) (Knowledge)
9.7.4 Demonstrate how the major leavening agents are used in foods and describe the actions observed. (Comprehension)
9.7.6 Demonstrate the process of fermentation and explain the usage in food technology. (Comprehension)
OBJECTIVE: The learner will interpret the results of leavening agents and the fermentation process in
foods. (Comprehension)
COURSE OUTLINE
Teacher will introduce
(9.7.4) Leavening Agents
- Natural leavening agents
Air
Steam
- Chemical leavening agents
Carbon dioxide gas
Baking soda
Baking powder
- Yeast as a leavening agent
Students will demonstrate
Explain the purpose of leavening agents in baked goods.
(Comprehension)
Identify natural leavening agents and describe how they work.
(Knowledge)
Explain the chemical process by which baking soda and baking
powder leaven baked goods. (Comprehension)
Illustrate the role of yeast in leavening. (Comprehension)
-
Batters and Dough
Quick breads
Yeast breads
Cakes
- Nutrition of wheat products
Explain how quick breads are different from other baked products.
(Comprehension)
Compare the leavening agents used in different types of cakes.
(Analysis)
Evaluate the nutritional value of specific wheat products.
(Evaluation)
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(9.7.6) Fermentation
- History and fermentation process
- Bacterial fermentation
- Food fermentation
- Yeast fermentation
- Mold and enzyme fermentation
- Fermented beverages
Wine
Tea
Coffee
Chocolate
Describe the history and process of fermentation. (Knowledge)
Explain what causes fermentation. (Comprehension)
Summarize information on bacterial fermentation.
(Comprehension)
Explain why food is fermented. (Comprehension)
Describe how yeast fermentation works in bread making.
(Knowledge)
Explain the value of molds and enzymes in food production.
(Comprehension)
Describe how various fermented beverages are made.
(Knowledge)
(0.3.2) Resources to solve problems in the
fermentation process:
- Personal
- Community
- Environmental
Food Science Sample Course Outline, 6.24.07
Research different fermentation processes such as chocolate,
bread, tea, etc. and provide information for selves, family, friends,
etc. in the process of fermentation (Comprehension)
Use resources about the fermentation process to develop
information for personal, community, and environmental needs.
(Application)
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COURSE: Food Science
UNIT 19: Food Additives
COMPETENCY:
TIME SPENT: 4 Hours
0.6.3 Identify ways to be a responsible citizen in families, career, and communities. (Gov2.2▲K) (SC CD 1.1) (Knowledge)
9.9.1 Examine the use of additives in food processing and preservation. (Analysis)
OBJECTIVE: The learner will explore the use of additives in food processing and preservation. (Analysis)
COURSE OUTLINE
Teacher will introduce
(9.9.1) Food Additives
- Natural and synthetic additives
- Use of additives
Improve storage properties
Appearance and aesthetic appeal of food
Increase healthiness
Improve processing and preparation
- Value of additives
- Concerns
- FDA
Students will demonstrate
Discover common food additives and their uses. (Analysis)
(0.6.3) Responsible To Others
- Respect others rights
- Follow guidelines and obey laws
Investigate opportunities to be a responsible citizen in regards to
sharing information about health risks/benefits of food additives.
(Analysis)
Compare methods for fortifying foods with nutrients. (Analysis)
Examine the use of additives in food processing and preservation.
(Analysis)
Evaluate the pros and cons of using food additives. (Evaluation)
Exhibit Way to be a responsible citizen. (Application)
Food Science Sample Course Outline, 6.24.07
37
COURSE: Food Science
UNIT 20: Dehydration
COMPETENCY:
TIME SPENT: 5 Hours
9.9.2 Explain the process and conduct methods of food dehydration. (Comprehension)
9.9.3 Examine the process of curing. (Analysis)
OBJECTIVE: The learner will examine the process of food dehydration vs. the process of curing.
(Analysis)
COURSE OUTLINE
Teacher will introduce
(9.9.2) Food Dehydration
- Benefits of dehydration
- Control circulation and temperature
- Pretreatments
- Methods of dehydration
- Storing dehydrated foods
- Rehydration of foods
Students will demonstrate
Identify benefits of dehydrated foods. (Knowledge)
Explain the role of air temperature and circulation in dehydration.
(Comprehension)
Explain different methods of food dehydration. (Comprehension)
Demonstrate the pretreatment of foods for dehydration.
(Comprehension)
Implement methods of food dehydration. (Application)
Demonstrate how to store dried foods. (Comprehension)
Compare methods of rehydrating foods. (Analysis)
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(9.9.3) Curing
- Preservation
- Flavoring process
- Types of curing
Sugar-curing
Salt-curing
Honey-curing
- Chemical action of curing
- Nitrates and nitrite compounds
- History of curing
Food Science Sample Course Outline, 6.24.07
Examine the process, advantages, and disadvantages of curing.
(Analysis)
Experiment with the curing process. (Application)
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COURSE: Food Science
UNIT 21: Food Preservation Technology
COMPETENCY:
TIME SPENT: 10 Hours
9.9.4 Identify and apply the science of freezing foods. (Knowledge/Application)
9.9.5 Explain how irradiation preserves foods. (Comprehension)
9.9.6 Explore the impact of storing conditions on staling, rancidity, and molding. (Analysis)
OBJECTIVE: The learner will explore methods of preserving foods. (Analysis)
COURSE OUTLINE
Teacher will introduce
(9.9.4) Freezing foods.
- Science of freezing food
- Commercial freezing
- Home freezing
- Freeze drying
Students will demonstrate
Examine the science of freezing foods and its affects on the foods.
(Examine)
Explain commercial freezing methods. (Comprehension)
Demonstrate how to choose and package foods for freezing at
home. (Comprehension)
(9.9.5) Irradiation
- Irradiation process
- Uses of irradiation
- Regulating irradiation
Explain the role of sublimation in freeze-drying. (Comprehension)
Explain how irradiation preserves foods. (Comprehension)
Identify examples of foods that have gone through the irradiation
process. (Knowledge)
Assess arguments for and against irradiation. (Evaluation)
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(9.9.6) Storing Foods
- Packaging foods
- Suitable containers
- Modified-atmosphere packaging
- Aseptic packaging
Explore the impact of storing conditions on staling, rancidity, and
molding. (Analysis)
Evaluate the suitability of containers for commercial food
packaging. (Evaluation)
Compare modified-atmosphere packages with aseptic packaging.
(Analysis)
Food Science Sample Course Outline, 6.24.07
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Title: “Nutrition Analysis Action Project” Unit: 13
NAME:
DATE:
Description of experience:
Select a family/community favorite recipe. Modify the recipe by reducing fat, calories, sodium and/or sugar. Investigate ways to modify the recipe by
researching substitute ingredients. Conduct taste tests, nutritional analysis, and cost comparisons of modified and original product. Present the
results of the modification project including pictures in written form or in a PowerPoint presentation.
FACS Competencies related to the experience-based learning:
0.1.9 Research, apply, and evaluate information to accomplish tasks. (Comprehension/Application/Evaluation)
9.2.2 Analyze various guidelines for good nutrition that promote the health of individuals at home, work, and community. (Analysis)
Hours of experience: 6 hours
Rating scale/Rubric:
Category
REQUIRED
ELEMENTS
(Recipes Before and
After)
DATA ACCURACY
(Accurate recipes
with reduced fat,
calories, sodium,
and/or sugar)
GRAPHICS -(Power
Point with pictures)
REFLECTION (One page)
DOCUMENTATION
(Nutritional analysis
and benefits for
health and cost
comparison)
4 points
The project includes
all the required
elements as well as
additional information.
All facts are accurate
and are displayed.
3 points
All required elements
are included on the
project
1 point
Several required
elements were
missing.
Most of the facts are
accurate facts and
are displayed
2 points
All but one of the
required elements is
included on the
project.
Some facts are
accurate and are
displayed.
Graphics are all in
focus and the content
is easily viewed.
The project includes a
one-page reflection
and
recommendations.
Most graphics are in
focus and the content
is easily viewed.
The project includes
most of the one page
reflection and
recommendations.
Some graphics are in
focus and the content
is easily viewed.
The project includes
some of the reflection
and some
recommendations.
The project is
presented with
exceptional accuracy
in organization,
preparation, and
presentation.
The project is
presented with
accuracy in
organization,
preparation, and
presentation.
The project is
acceptably accurate,
organized, prepared,
and presented.
Many graphics are
not clear or are too
small.
Most required
reflection and
recommendations
information is
missing.
The project is
inaccurate and very
poorly organized,
prepared, and
presented.
Only a few facts are
accurate and are
displayed.
Student signature: __________________________________Sponsor signature___________________________________
Food Science Sample Course Outline, 6.24.07
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Food Science Sample Course Outline, 6.24.07
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