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Catchy Title: How Did That Get in My Lunch?
Theme/Topic of Lesson: The causes of food-borne illness and the prevention of food contamination
Time Commitment: Two 90-minute blocks
Subject Area(s):
Science
Social Studies
Grade Level(s): 6,7,8
Standards Alignment:
Class Challenge Question: How do foods become poisonous and can we prevent it?
Overview:
Although the food supply in the United States is among the safest in the world, millions of Americans are stricken by food-borne illness each year. Of the millions who become sick, some 9,000 (mostly elderly and very young) die as a result. In addition, billions of dollars are spent on the effects of food-borne illness in medical costs and job productivity loss. Although consumers recognize the potential seriousness of food-borne pathogens, they lack information on safe handling and storage of food products. Food irradiation is the exposure of food to high levels of electromagnetic energy for the specific purpose of destroying microbes and other contaminants. While this procedure has been approved for several food items, it is not widely used in the United States. This lesson employs the integration of critical thinking and research skills to identify the causes of food-borne illness and the use of irradiation as a way to prevent food contamination.
During the first block, students will define food poisoning and be introduced to the bacterial causes and prevention while viewing a video "The Danger Zone" and completing the worksheet "Food-Borne Illness Background." The second half of the block period, paired students will be looking at prepared bacteria slides under a microscope and forming a conclusion about their similarities by using the worksheet "Microbial Bugs." The second block has students working cooperatively in groups doing an Internet search on each bacteria they viewed the previous day using the worksheet "How Bad is this Bug?," followed by a teacher-led class discussion addressing how bad each bacterium is and where these bacteria could enter our food supply. This should lead into student regrouping for the completion of their second internet search which investigates the three methods used to remove these pathogens, covered in the worksheet "Gas Them or Zap Them - They All Have to Go!" The extension of this lesson is a writing prompt based on the government's role in prevention of food contamination found on the teacher handout "Which Would You Choose?"
Prerequisite skills for teachers include how to use a computer with Internet access, a projection device if a computer lab or media center will not be available, how to bookmark selected websites, and the use of a 2-powered microscope. Students should be familiar with using microscopes, and accessing book marked websites or using a search engine to find the websites.
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Skills and Processes
(K-12) | Maryland Content Standards Indicators
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | | Skills and Processes
(6-8) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.8.1
access and process information from readings, investigations, and /or oral communications. (MLO 1.1.1.) | Skills and Processes
(6-8) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.8.3
use observations, research, and select appropriate scientific information to form predictions and hypotheses. (MLO 1.1.3.) | Skills and Processes
(6-8) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.8.10
describe similarities and differences of objects, materials, concepts, and actions. (MLO 1.2.1.) | Skills and Processes
(6-8) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.8.20
apply concepts and processes of science to take and defend a position relative to an issue. (MLO 1.3.2.) | Skills and Processes
(6-8) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.8.6
use appropriate instruments and metric units when making measurements and collecting data. (MLO 1.1.5.) | Life Science
(K-12) | Maryland Content Standards Indicators
Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | | Life Science
(6-8) | Maryland Content Standards
Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | Maryland State Indicators
3.8.3
analyze concepts (i.e., diseases, deficiencies, toxins, and other factors) that promote or disrupt the structure and function of living organisms. (MLO 3.3.) | Political Systems
(K-12) | Maryland Content Standards Indicators
Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on the founding documents of the United States and the democratic skills and attitudes necessary to become responsible citizens. | | Technology research tools
(Gr. 6-8) | ISTE Technology Standards
5. Technology research tools
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Students use technology to locate, evaluate, and collect information from a variety of sources.
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Students use technology tools to process data and report results.
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Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Use content-specific tool
Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.
| Technology productivity tools
(Gr. 6-8) | ISTE Technology Standards
3. Technology productivity tools
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Students use technology tools to enhance learning, increase productivity, and promote creativity.
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Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
| ISTE Technology Performance Indicators
Use content-specific tool
Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.
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Learning Objectives:
The Students will:
- Define food-borne illness
- identify bacterial causes of food-borne illness
- understand the potential threat of food borne pathogens to human health
- identify solutions on both individual and governmental levels
- support or refute irradiation as a solution to reduce food-borne illness
Assessment
The formative assessments should be based on the completion of the worksheets and the
summative assessment should be based on the Prompt Scoring Rubric.
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Resources
Materials
Per class- Computer with Internet access and projection device
- Video: The Danger Zone
- VCR and TV monitor
Per student team/group of 2- Slides of Salmonella typhimurium, Staphylococcus aureus,
Eschericia coli and Clostridium botulinum. - Microscope with low and high objectives
- Colored pencils
- Three copies of How Bad is This Bug? worksheet
- How Bad is This Bug WebQuest (View)
Per Student- Food-Borne Illness Questions (View)
- Microbial Bugs Activity and Questions (View)
- WebQuest and Venn (View)
- Writing Prompt (View)
Not Specified- Writing Prompt Scoring Rubric (View)
Vocabulary
- Food Borne Illness - digestive sickness caused by bacteria, other pathogens
or chemicals in food.
- Irradiation - to affect or treat by exposure to radiation
- Ethylene Oxide - gas used to rid pathogens from the food supply
- Methyl Bromide - gas used to rid pathogens from the food supply
- Pathogen - a germ which causes disease
Procedures
This lesson accomplishes learning by integrating technology and science investigation. Students begin learning about food-borne illnesses, its causes, and prevention by viewing a video on the subject and completing a worksheet independently. To gain a better understanding of the causes of food poisoning, they do a science investigation with prepared slides of the bacteria. In cooperating pairs, students observe, draw, and come to conclusions based on the similarities they found. Teacher led discussions create the thread of understanding as they move on to their Internet research. Worksheet questions for the Internet research lead the student pairs in understanding where the bacteria come from and how it enters food. Their last Internet search is on how to prevent food contamination. The extension is an independent writing prompt in which students assume the role of a person on the President's task force. In that role, students need to express their concerns about food-borne illnesses and prevention of food contamination.
All the activities are structured to various learning levels. Modifications can be implemented throughout these lessons to provide for the success of all students. The teacher-led discussions help the lower level student and auditory learner come to the same conclusions as the higher level students. The use of paired students helps to provide the support needed in the use of the microscope, and the internet. The writing prompt is interdisciplinary and culminates the application of learning to other subjects beside science.
In order to complete this lesson, a television/VCR will be needed for the classroom, enough microscopes with 2 objectives for the number of paired students (you might want to put 3 to a microscope for lack of enough microscopes), and the use of a computer with Internet access in a computer lab or media center. If only one computer with Internet access can be used, a projection device will be needed for class participation. The writing prompt can be completed on paper or on the computer.
Day 1: Food-Borne Illness and Microbial Bugs
Daily Challenge Question: What is food poisoning and what causes it?
1 Day
Set-up Directions:
Prior to day one, the teacher should make enough copies for each student of the worksheets "Food-Borne Illness Background" and "Microbial Bugs." A television/VCR with the video, "The Danger Zone" should be in the classroom along with enough 2- objective microscopes for groups of 2 or 3 students to work with. The three prepared slides and color pencils should be ready for each microscope group to use.
Teacher Presentation & Motivation:
The teacher should begin the lesson by asking the students if they ever became sick after eating food. A discussion should ensue how they were feeling, what foods may have caused this, and if they know of any deaths from food poisoning. Teacher gives out the worksheet "Food-Borne Illness" and tells the students that they will now watch a movie on food-borne illnesses, its causes and prevention. After the video, they will observe prepared slides of bacteria that cause food poisoning.
Activity 1 - The Danger Zone Video (40 minutes)
In this activity, students will define a food borne illness, its causes, and prevention. Teacher should distribute the worksheet "Food-Borne Illness."
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements. The focus for media interaction for "The Danger Zone" video is for students to learn what food poisoning is, what the causes are, and how to prevent food contamination.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Play (display: 00:00-01:50).
This clip is of a girl searching for her friends in a restaurant and introduces the term food-borne illness.
Pause.
Allow students to answer the first question on their worksheet.
Play. (display: 04:00-6:45)
This clip shows students in a classroom and the teacher explaining about bacterial contamination and The Danger Zone
Pause.
Allow students to continue working on their worksheet.
Play. (display 21:39-22:44)
This lists the steps individuals can take to prevent food-borne illness.
Pause.
Students should be answering the last part of the worksheet.
Play to end of video. Stop. Complete the food-borne illness background activity sheet.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
After viewing this video and completing the worksheet, teacher should ask students to define what food poisoning is and write it on the board. The teacher goes over the rest of the worksheet with the class. Tell the students that we are going to examine three of the bacterial pathogens associated with food-borne illness (Salmonella typhimurium, Staphylococcus aureus, Eschericia coli and Clostridium botulinum).
Activity 2 - Microscopic Observations of Bacteria (40 minutes)
Students are paired or in groups of 3 to look at the three prepared slides of bacterial pathogens under a microscope. Te
Wrap Up:
Teacher-led discussion on the similarities students found between the bacterial pathogens. Teacher should collect the video worksheet and the microscope worksheet for a formative assessment.
Day 2: Dangers of Microbial Bugs and Prevention of Food Contamination
Daily Challenge Question: How bad are these bugs and how can we prevent them from getting into our food?
1 Day
Set-up Directions:
Prior to the class, teacher should make arrangements to use the computer lab or media center with Internet access. If the teacher can only use the classroom computer, Internet access and a projection device will be needed. Prepare 3 copies of the worksheets "How Bad is this Bug?" for each cooperating group and one copy per student for the worksheet "Gas Them or Zap Them- They all have to Go!" The writing prompt "Which Would You Choose?," would also need to be duplicated for each student to have a copy.
Teacher Presentation & Motivation:
Teacher should review the bacteria students looked at the previous day. Now that the students are familiar with the structure of these bacteria, in their paired or 3 student group, have them access http://www.fda.gov on their computer. Once this site has been accessed, students should click on foods and then click on "The Bad Bug Book." Tell students that they will now use this information to complete the worksheet "How Bad is This Bug?" (one sheet per bacteria)
Activity 1 - Internet Research ( 45 minutes)
In this activity, cooperating student groups will use the Internet to gather information on how bad each of the bacteria pathogens are.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements. The focus for media interaction in this activity is for students to use the Internet in order to gather information that will help understand how damaging these pathogens can be when found in foods.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
As students view the selected website, they will be looking for specific information and recording that information on their worksheet (one worksheet per bacteria).
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Teacher reviews with the students the last question of the student worksheet "How Bad is This Bug?" and where these bacteria can enter our food supply. Place their answers on the board. If the following responses (from the host, surface contaminants, misuse or improper sanitation including home preparation and food handling practices) do not come up in class discussion, add them to the list and discuss. Teacher asks students what measures the government should take to keep our food supply safe and lists all the responses on the board. Students are told that there are methods which remove the pathogens by exposing them to high doses of energy in the form of electromagnetic radiation. This process is called food irradiation.
Activity 2 - Comparing Methods of Pathogen Removal (40 minutes)
In this activity students will use the Internet to gather information to compare irradiation, methyl bromide and ethylene oxide for pathogen removal. Each student will complete the worksheet "Gas Them or Zap Them-They All Have to Go!," teacher distributes sheets.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements. The focus for media interaction in this activity is for students to use the Internet in order to compare methods for pathogen removal.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
As students view the selected websites, they will be looking for specific information on each method and recording that information on their worksheet "Gas Them or Zap Them-They All Have To Go!"
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Students now have the information they need to complete the prompt "Which Would You Choose?" Teacher asks students what they found about the methods that can be used to remove pathogens.
Wrap Up:
Teacher hands out the writing prompt to each student. Students should be told that they
are to complete it by the next day. Teacher may want a rough draft instead and allow
students to do a final copy on the computer the next class period.
Enrichment Options
Cross-Curricular Extensions
Science
Students can compare the bacterial growth in non-irradiated food verses food which has been irradiated. The culture plates would need to remain sealed and proper sanitation procedures would need to be followed. Irradiation sources can be simple x-rays provided by your local dentist or physician. Proper disposal would be to have one of these facilities autoclave and burn the plates.
Social Studies
Students can look into the government agencies that deal with foods and find out what task forces are set up or new rules that are being made to prevent food poisoning in this country.
Technology
Students can create a Power Point presentation describing all that they have learned from this lesson.
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As a reflective practitioner, note how this lesson could be adjusted after its initial
implementation. How successful were the students? What did the assessment demonstrate
about the students' learning? What skills do the students need to revisit? What
instructional strategies worked and what made them successful? What will you change
the next time you use this lesson? Why?
Author: Kelly Sullivan and Timothy Price
Modified by: Janice Blitz
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