|
|
|
|
Primary Subject Area: Science |
|
Grade Level: 5 - 6
|
|
Overview:
|
|
In this hands-on activity, students will learn that there is potential danger in using the same equipment when preparing raw meat and other foods by observing and sharing results of experimentation, evaluating implications of their observations, visiting appropriate Web sites to reinforce the demonstration, and drawing conclusions about food safety. This lesson can be used to teach health, nutrition, or food - related topics. |
|
Approximate Duration: 3–5 class periods (50 minutes each) |
Content Standards:
- Science as Inquiry
The students will do science by engaging in partial and full inquiries that are within their developmental capabilities. - Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
|
Benchmarks:
- SI-M-A1
identifying questions that can be used to design a scientific investigation; (1,2,3,4,5)- SI-M-A2
designing and conducting a scientific investigation; (1,2,3)- SI-M-A3
using mathematics and appropriate tools and techniques to gather, analyze, and interpret data; (1,2,3,4,5)- SI-M-A4
developing descriptions, explanations, and graphs using data; (1,2,3,4,5)- SI-M-A6
comparing alternative explanations and predictions; (1,2,3,4)- SI-M-A7
communicating scientific procedures, information, and explanations; (1,3,4)- LS-M-A7
describing communicable and noncommunicable diseases. (1,3)
|
Grade-Level Expectations (GLEs):
- Grade 5-8
1.
Generate testable questions about objects, organisms, and events that can be answered through scientific investigation
(SI-M-A1)
2.
Identify problems, factors, and questions that must be considered in a scientific investigation
(SI-M-A1)
3.
Use a variety of sources to answer questions
(SI-M-A1)
4.
Design, predict outcomes, and conduct experiments to answer guiding questions
(SI-M-A2)
7.
Record observations using methods that complement investigations (e.g., journals, tables, charts)
(SI-M-A3)
12.
Use data and information gathered to develop an explanation of experimental results
(SI-M-A4)
17.
Recognize that there may be more than one way to interpret a given set of data, which can result in alternative scientific explanations and predictions
(SI-M-A6)
18.
Identify faulty reasoning and statements that misinterpret or are not supported by the evidence
(SI-M-A6)
19.
Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations)
(SI-M-A7)
20.
Write clear, step-by-step instructions that others can follow to carry out procedures or conduct investigations
(SI-M-A7)
21.
Distinguish between observations and inferences
(SI-M-A7)
21.
Identify diseases caused by germs and how they can be transmitted from person to person
(LS-M-A7)
22.
Use evidence and observations to explain and communicate the results of investigations
(SI-M-A7)
|
Interdisciplinary Connections:
- English/Language Arts : Standard 2
Students write competently for a variety of purposes and audiences. - English/Language Arts : Standard 7
Students apply reasoning and problem solving skills to reading, writing, speaking, listening, viewing, and visually representing. - Health Education : Standard 1
Students will comprehend concepts and strategies related to health
promotion and disease prevention.
- Health Education : Standard 3
Students will demonstrate the ability to practice positive health
behaviors and reduce health risks.
|
Educational Technology Standards:
- Use information, media, and technology in a responsible manner which includes following the school's acceptable use policy, adhering to copyright laws, respecting the rights of others, and employing proper etiquette in all forms of communication.
( 4, 5 )- Understand Internet concepts (e.g., website, hypertext link, bookmarks, URL addresses) and apply intermediate on-line searching techniques (e.g., employ keyword, phrases, and Boolean Operators).
( 1, 4 )- Communicate information using spreadsheets and databases to visually represent data and integrate into other documents (e.g., entering data, formatting using formulas, analyzing data, and sorting).
( 1, 2, 3, 4 )
|
Objectives:
The students will: define salmonella and cross-contamination,conduct an activity to demonstrate cross-contamination, identify safe food-handling techniques by searching the internet, and write an essay stressing the importance of separating food in storage and preparation. |
Lesson Materials and Resources:
Two clean sponges, cut in the shape of chicken legs
Red or other brightly-colored poster paint
Paint brush
Cutting board
Cucumber
Clean, light-colored plate
Serrated knife |
Technology Tools and Materials:
Hardware:
computer with Internet access
large screen projector or TV for PowerPoint presentation
Software:
Microsoft Word or other word processing program; PowerPoint, Hyperstudio
KidPix or other program for slide presentation
Websites:
•Partnership for Food Safety Education (Fight BAC)
www.fightbac.org
•Government Food Safety Information
www.foodsafety.gov
•The Soap and Detergent Association
www.sdahq.org
•North Carolina Department of Agriculture and Consumer Services -- Kids World
www.agr.state.nc.us/cyber/kidswrld/foodsafe/
•The Nemours Foundation
kidshealth.org/kid/
Other:
|
Background Information:
The students should have knowledge of conducting science experiments and writing lab reports. They should also have a knowledge of searching the internet. |
Lesson Procedures:
- The students will visit Web sites to define salmonella and cross-contamination, to identify causes of salmonella poisoning, and to learn the steps to prevent salmonella poisoning.
- To conduct the activity, the students will follow specific procedures:
- Dampen both sponges. Set one sponge aside to represent the "cooked chicken."
- Paint both sides of the other sponge to represent "raw chicken." Pretend that the paint is the juice of the chicken that may have been contaminated with salmonella.
- Place the painted sponge on the cutting board and use a knife to cut the sponge in half. Move the painted sponge onto the plate, and don’t wash the cutting board.
- Next, cut a slice of raw cucumber on the same cutting board used in the previous procedure.
- Now, place the clean sponge (representing "cooked chicken") on the plate with the "raw chicken" sponge.
- The students will apply the scientific process to their experiences by writing formal lab reports. The students will complete "My Observations" statements on the Student Lab Report.
- The students will complete the list of "My Conclusions" statements on their lab reports.
- The students will write essays based on "My Observations" and "My Conclusions."
- The students will present oral and slide presentations of their essays using PowerPoint, Hyperstudio, or KidPix.
|
Assessment Procedures:
Evaluation of lab reports, essays, and oral/slide presentations. |
Accommodations/Modifications:
Consider different learning styles and abilities when planning this lesson.
----- written by Division of Nutrition Assistance
Teachers must follow special needs student’s Individual Education Plan (IEP) or 504 Modification Plan.
Students with Attention/Behavior Impairments
1.Lesson Procedure #1: provide student with headphones to dampen extraneous environmental noise and to help him focus on the application’s sound effects. Rest a weighted toy animal on student’s lap to help keep him/her “grounded.”
2.During the experiment: use a “buddy” system, ease transition between activities by providing clear directions and cues such as five-minute warnings prior to the transition, and allow the physically-active student to kneel or stand by the desk or computer as long as it is not disruptive to others.
3.Writing Procedures #3, 4, 5: allow the student to use word processor or computer. Have the student dictate his/her responses to the teacher or a peer for recording as an alternate to writing. If needed, students should be able to use writing supports such as alternate paper, alternate utensils, added grips, adaptive word processors, form filling software, and/or text to speech support such as ReadPlease, a free program from www.readplease.com. Students with attention impairments could also dictate responses to an audio tape recorder.
4.Procedure #6: provide the student with visual information as to what is expected, allow extra time to complete the task, allow freedom in expressing him/herself, and keep samples visible during the entire project.
Students with Sensory Impairments
Hearing:
1.Procedure #1 and the experiment: student should be seated close to the front so that he/she can see the teacher’s mouth. Students with a hearing impairment should be in good visual proximity of the teacher at all times. Provide a buddy to check with the student to be sure directions are understood.
Vision:
1.Procedure #1, 6, and experiment: use black print handouts whenever possible, put visual material at student’s eye level whenever possible, and emphasize auditory means of presenting information and obtaining answers from the student.
2.Modify the program in Windows to accommodate the needs of your student. To access the options, go to Programs, Accessories, Accessibility, Accessibility Wizard and follow the instructions to make changes as needed. Changes could include enlargement of text, background color, text color, etc.
Additional General Classroom Accommodations found in “Helpful Links.”
----- written by Kay Johnson
|
Reproducible Materials:
|
Explorations and Extensions:
The students will take home the "Home Food Safety Survey" to complete with their families and then give oral presentations on the results.
Ask the school food service manager to describe to the class how foods are stored and prepared in the kitchen to prevent cross-contamination. |
Lesson Development Resources:
Fight BAC! Food Safety Education Program for 4th, 5th, and 6th Grade Classrooms - (1999), The Partnership for Food Safety Education and The Food Marketing Institute Foundation. |
Reflections:
The experiment simulates how easy it can be to cross-contaminate food during storing and preparation. Sponges and paint are used to show how bacteria can spread from raw meat, fish, or poultry to cooked foods or vegetables. Remind students that bacteria on a cutting board can spread to other foods, too – like a bagel. Students need to have an awareness of bacteria and their potential for one's illness.
Cooked meat, fish, or poultry should never be returned to the same (unwashed) plate that was used for the raw meat, fish, or poultry. Every cutting board must be thoroughly washed between uses, in a dishwasher or with hot water and soap. Such washing is especially important when the same cutting board has been used for raw meat, fish, or poultry will be used for vegetables that will be eaten raw. Plastic, non-porous cutting boards are easier to clean. A safe alternative that is practiced by many food service establishments is the use of separate color-coded cutting boards for raw meat and fresh vegetables. |
Contact Information:
Division of Nutrition Assistance
http://www.louisianaschools.net/lde/nutrition/1667.html
Louisiana Department of Education
|
Additional Contacts:
|
|
Group: Division of Nutrition Assistance |
|
MarcoPolo Lesson: No
|
Best Practices
Do you have any comments or suggestions to share about this lesson?
Would you like to view what others have experienced?
Add or View Teacher Comments.
|
|
|
