Food for

Thought
Ms. Shelby
Massey
Ms. Rachel
Rhoades
Ms. Kalia Stassi
 This unit is a combination of content
from Ag Science, English and Family
& Consumer Sciences. It is designed
for high school students to learn
Introduction how to research and evaluate
credible content from Ag Science
Food for Thought and FACS to apply to a research
paper and poster presentation, with
the knowledge gained from each of
these content area.
Agricultural Science
STANDARDS:
ANSC.01.04- Describe the process and movement of products from farm to table.
FPPS.01.05- Identify and evaluate food products and processing segments.
FPPS.02.01- Understand nutrition and the food pyramid.
OBJECTIVE:
Student will be able to distinguish what food group their food item is in.
Student will be able to explain the food items characteristics, place in the U.S. ag industry and how it is processed.
UNDERSTANDINGS & BIG IDEAS:
Knowing where your food comes from is important.
Processing is essential in creating quality food products.
INQUIRY QUESTIONS:
Where is you food item predominately found? Is it genetically modified? Why did you choose this food item?
MISCONCEPTIONS:
If a crop is genetically modified, it is bad for you.
Meat processing is a humane process.
FORMATIVE ASSESSMENT:
1. Students will turn in a written response stating the food item they chose and 2-3 sentences explaining why they chose that
food item.
2. A research check will be made halfway between the start and due date of their research papers, with the information found
on the research checklist given to them.
Family and Consumer Sciences
STANDARDS
FMCS.15.02 (FSDN) Apply risk management procedures to food safety, food testing, and sanitation.
FMCS.15.03 (FSDN) Evaluate nutrition principles, food plans, preparation techniques and specialized dietary plans.
FMCS.15.04 (FSDN) Apply basic concepts of nutrition and nutritional therapy in a variety of settings.
FMCS.15.06 (FSDN) Demonstrate food science, dietetics, and nutrition management principles and practices.
OBJECTIVES
Students will be able to evaluate and create a nutrition label
Students will be able to evaluate the nutrients in a particular food when cooked or uncooked
Students will be able to create a recipe using correct cooking techniques in the kitchen
UNDERSTANDINGS & BIG IDEAS
Reading and understanding nutrition labels are important for one's personal nutrition
The ability to create a recipe using correct cooking techniques is a life skill adolescents should learn to be prepared for life on their own
INQUIRY QUESTIONS
What are the different nutritional values in certain foods?
How can nutritional value change based on the cooking technique used for a certain food?
What do the different sections of a nutrition label mean?
MISCONCEPTIONS
Differences between trans fat, saturated fat, unsaturated fat on a nutrition label.
How to correctly interpret a food label and the ingredients found in certain foods.
Internal temperature for certain meats.
FORMATIVE ASSESSMENT
1. Students will create and evaluate a food label from any chosen recipe using the online Food Label processor, with a worksheet to
evaluate the parts of the label.
2. Students will read and create the chosen recipe using correct kitchen techniques and cooking foods properly with the right internal
temperature.
 English
STANDARDS:
1.1a: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning
and the organization, development, substance, and style are appropriate to purpose, audience, and task. (CCSS: SL.9-10.4)
4.1: Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and
conclusions.
b. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard format for citation. (CCSS: W.9-10.8)
OBJECTIVES:
Students will know and be able to write an effective research essay, using evidence from all of their sources to show the findings of their
research.
Students will know and be able to conduct an effective presentation where they tell their audience about their research in clear and concise
ways.
UNDERSTANDINGS AND BIG IDEAS:
Using effective quotes is imperative to showing effective research.
Citing quotes correctly every single time is important so that there is no question of plagiarism.
INQUIRY QUESTIONS:
How is a research paper formatted?
What needs to be put inside of a research paper?
What does it mean to conduct an effective presentation?
MISCONCEPTIONS:
Quoting for a research paper versus an analytical or informational essay.
Formatting for a research paper versus an analytical or informational essay.
FORMATIVE ASSESSMENTS:
Students will workshop with their peers on each paragraph of their research essay, giving and receiving feedback.
Students will prepare their presentation materials, making sure they have everything they feel that they need to conduct an effective
presentation to their peers.
 The basis of our summative
assessment is a research paper
written in Ms. Rhoades class with
the research found in Ms. Masseys
Summative class, as well as Ms. Stassis. They
will then create their recipe to share
Assessment with their class, along with a poster
displaying the food items
Food for Thought processing, nutrition label for the
recipe, and other important
information! Students will do a
gallery walk to obtain information
from each student!
Summative Assessment Rubric
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