Agricultural Literacy Curriculum Matrix
Search Lesson Plans & Companion Resources
Food Scientist for a Day
6 - 8
Two 45-minute sessions
Students focus on the science involved in the production of our food and explore the high-tech aspects of agricultural production as they learn about careers in food science.
- Where Does It Grow? activity sheet, 1 per student
- Where Does It Grow? PowerPoint
- How It’s Made Food Cards
- Food Science Image
- Food Scientist for a Day activity sheet, 1 per student
Optional Enriching Activity
- Science in Your Shopping Cart online booklet
- Shopping Cart Food Cards
Essential Files (maps, charts, pictures, or documents)
- Food Science Image
- Ice Cream in a Bag
- Where Does It Grow? Activity Sheet
- Where Does It Grow? PowerPoint
- How It's Made Food Cards
- Food Scientist for a Day Activity Sheet
- Shopping Cart Food Cards
food science: the study of the physical, biological, and chemical makeup of food; and the concepts underlying food processing
Did you know? (Ag Facts)
- The Agricultural Research Service (ARS) is the U.S. Department of Agriculture’s chief in-house research agency.
- Thanks to ARS work, today’s carrots provide 75 percent more beta-carotene than those available 25 years ago.1
- An ARS scientist introduced the use of bacterial starter to make fermented meats like pepperoni and Genoa salami.1
- Other ARS researchers developed reduced-fat mozzarella cheese--now used in the USDA National School Lunch Program.2
Background Agricultural Connections
Interest Approach – Engagement
- Print and pass out the Where Does It Grow? activity sheet to students.
- Allow students time to use their background knowledge to determine how each fruit or vegetable is grown.
- Use the Where Does It Grow? PowerPoint to show students the answers as well as a picture of each plant.
- Optional Video Clips: If you have time and interest, include either of the following videos showing the growth and harvest of the following foods:
- Ask students, "What role does science play in the production of our food?" Allow students to offer their ideas. Provide prompts and guiding questions to help them identify the science involved in the production of food. For a successful harvest, farmers use their knowledge of photosynthesis, plant breeding and genetics, soil health and management, water management, and other science principles. Explain that the science doesn't stop on the farm. Today they will be learning how science continues as food is processed and about the careers of food scientists.
Activity 1: Food Processing
- A large portion of our daily food supply requires some level of processing before it is consumed. To introduce the concept of food processing, write the following words across your board: Milk, Wheat, and Meat.
- Ask students to raise their hands and help you list common foods that are made by processing these three raw food products. Milk is processed into cheese, sour cream, cream cheese, cottage cheese, ice cream, yogurt, etc. Wheat is milled into flour, which is used to make bread, cereals, pastas and more. Meat is processed into various sandwich meats, chicken nuggets, burgers, sausages, etc. Food processing prepares raw agricultural food products for sale to the consumer.
- Tell students that in this activity they will explore how some foods are processed from raw agricultural products into everyday foods.
- Divide your class into teams and give each team one How It’s Made Food Card.
- Allow students time (or assign as homework) to research the processing steps. Note: Almost all food cards have a segment on the Science Channel’s How It’s Made episodes.
- Have students share their results.
Activity 2: Food Scientist for a Day
- Display the Food Science image shown below, which represents skills and career areas within the food science industry. Explain that food scientists can specialize in different areas. Give the following job descriptions and have students identify which specialty the food scientist works in:
- A food scientist oversees a food processing plant to find ways to minimize waste, improve packaging efficiency, and maximize the use of fuel, water, and other limited resources in the farm to fork process. (Sustainability)
- A food scientist working for NASA must find or develop food that can safely be taken into space. The food has to meet very precise specifications. It can't require refrigeration, can't create crumbs, must be small, and must taste good. (Product Development and Food Safety & Packaging)
- A food scientist working for a processing plant is finding ways to pasteurize and package milk so that it doesn't require refrigeration and can be stored for 6-12 months. This will allow the milk to be shipped long distances without spoiling. (Food Safety & Packaging)
- A food scientist working for Disney develops food packaging and food products geared toward children to encourage them to eat healthy foods and snacks with their favorite Disney characters. (Product Development and Nutrition)
- A food scientist working in a creamery is testing the chemical makeup and freezing points of ice cream to find the perfect taste, texture, and creaminess of ice cream. (Sensory Evaluation)
- A food science company has just developed a new energy bar for hiking and backpacking. This type of food scientist will analyze all of the ingredients of the energy bar to create the nutrition facts label with precise calculations for calories, protein, and other nutrients. (Product Development to create the bar, Nutrition to formulate nutrition facts label)
- Inform students that they are going to be a food scientist specializing in product development. Specifically, they will be working in ice cream production. To begin, brainstorm with the students all of the flavors of ice cream (chocolate, vanilla, strawberry, cake batter, etc.) as well as the food items that can be mixed in with ice cream (peanut butter cups, nuts, fruit, etc.) to make a flavor of ice cream.
- Tell the students that they have been hired by their school to develop an ice cream to represent your school. If possible, have students use your mascot, school name, and/or colors in the name and development of their ice cream. As an example, introduce students to Aggie Blue Mint ice cream at Utah State University in Logan, Utah. This ice cream was developed at the university's creamery using the school colors (blue) and mascot (Aggie.)
- Divide the class into teams.
- Pass out the activity sheet Food Scientist for a Day and have students develop a type of ice cream.
- Choose a winner or the top three recipes.
- If possible, make the winning ice cream in class. (An easy recipe for making ice cream in class can be found in the Ice Cream in a Bag essential file.) If time allows, show the video A Day in the Life of a Food Scientist while students enjoy their ice cream.
Concept Elaboration and Evaluation
After conducting these activities, review and summarize the following key concepts:
- There are a variety of careers in food production, processing, and nutrition that are essential for a healthy food supply.
- Food scientists study the physical, biological, and chemical makeup of food and the concepts underlying food processing.
Reinforce the important role science plays in ensuring a high-quality, nutritious, and long-lasting food supply. Provide the Science in Your Shopping Cart pdf to your students digitally, and have them do a scavenger hunt to find five scientific improvements that have been made to our food production system. Alternatively: Cut apart the attached Shopping Cart Food Cards and distribute cards to groups of students.
Watch the video clip Cool Science! where university students majoring in Food Science participate in a competition to develop a new food product. Challenge students or groups of students to develop a new food product. They should determine the recipe, packaging, and the target consumers (children, adults, athletes, etc.) and share with the class.
Suggested Companion Resources
- Eat Happy Project video series (Multimedia)
- Science in Your Shopping Cart (Booklets & Readers)
- Yum! Fruit and Vegetable Wraps (Website)
State Standards for Utah
Grade 7: College and Career Awareness Strand 3Students will explore skills, knowledge and concepts related to CTE College and Career Pathways in Agriculture, food, fiber, and natural resources.
Standard 1Explore the careers, education, and training related to agricultural systems technology, food production and processing systems. Meeting one or more of the following indicators: a) Identify 10 careers in the agricultural systems technology, food production and processing systems. b) Identify the skills and education required to work in agricultural systems technology, food production and processing systems careers. c) Describe the variety of work environments in agricultural systems technology, food production and processing systems careers. d) Recognize the sources of food, clothing, and shelter, and the processes that are used to deliver them to the consumer. e) Identify and demonstrate the uses of Global Positioning Systems (GPS) and other satellite technologies in agriculture. f) Evaluate facts and opinions about food technologies to enhance food safety and food availability. g) Use and apply learned knowledge through multi-day project based learning experiences.
Standard 2Explore the careers, education, and training related to plant and animal systems. Meeting one or more of the following indicators: a) Identify 10 careers in plant and animal systems. b) Identify the skills and education required to work in plant and animal systems careers. c) Describe the variety of work environments in plant and animal systems. d) Explain how supply and demand of agricultural products affect the marketplace and price (e.g., the supply, demand, and price of major grains such as wheat, corn, and soybeans). e) Explore biotechnology and its uses in agriculture. f) Use and apply learned knowledge through multi-day project based learning experiences.
Standard 3Explore the careers, education, and training related to natural resource systems. Meeting one or more of the following indicators: a) Identify 10 careers in natural resource systems. b) Identify the skills and education required to work in natural resource systems careers. c) Describe the variety of work environments in natural resource systems. d) Explain the dependence and interaction between people and natural resources (e.g., rangeland, wildlife, wilderness, soil, water, and air). e) Use and apply learned knowledge through multi-day project based learning experiences.
Agricultural Literacy Outcomes
Food, Health, and Lifestyle
- Identify the careers in food production, processing, and nutrition that are essential for a healthy food supply (T3.6-8.j)
Science, Technology, Engineering & Math
- Identify science careers related to both producers and consumers of agricultural products (T4.6-8.g)
Common Core Connections
Speaking and Listening: Anchor Standards
CCSS.ELA-LITERACY.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Career Ready Practices
CRP.10.1Identify career opportunities within a career cluster that match personal interests, talents, goals and preferences.