Food Science 12

Guide

2003
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Food Science 12

© Crown copyright, Province of Nova Scotia, 2003, 2019

Prepared by the Department of Education and Early Childhood Development

This is the most recent version of the current curriculum materials as used by teachers in Nova Scotia.

The contents of this publication may be reproduced in part provided the intended use is for non-
commercial purposes and full acknowledgment is given to the Nova Scotia Department of Education.
 Food Science 12
Implementation Draft: August 2003
 FOREWORD

Foreword
Food Science 12 includes the following modules: food constituents,
preservation factors, food quality and commodities, and food
packaging.
This guide is intended to provide teachers with the overview of the
outcomes framework for the course. It also includes some suggestions to
assist teachers in designing learning experiences and assessment tasks.
The Department of Education wishes to acknowledge the contribution
of the Department of Food Science and Technology, Dalhousie
University, Halifax, Nova Scotia.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 iii

 CONTENTS

Contents
Introduction Background .................................................................................. 1
Aim .............................................................................................. 2
Rationale ...................................................................................... 2
The Nature of Food Science ......................................................... 2

Program Design Learning and Teaching Science ..................................................... 5

and Components The Three Processes of Scientific Literacy ..................................... 6
Meeting the Needs of All Learners ................................................ 7
The Role of Technologies .............................................................. 8
Writing in Science ...................................................................... 10
Assessment and Evaluation ......................................................... 11

Curriculum Overview .................................................................................... 15

Outcomes General Curriculum Outcomes................................................... 17
Framework Key-Stage Curriculum Outcomes ............................................... 17
Specific Curriculum Outcomes ................................................... 17
Attitude Outcomes ..................................................................... 21
Curriculum Guide Organization................................................. 24

Modules Food Constituents ...................................................................... 27

Preservation Factors .................................................................... 39
Food Quality and Commodities ................................................. 57
Food Packaging ........................................................................... 71

Appendices Appendix A: Activities ................................................................ 81

Appendix B: Project-Based Learning Checklist ........................... 87
Appendix C: Examples of Instructional Strategies
and Approaches ..................................................................... 89
Appendix D: The Research Process ............................................. 95

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 v

 INTRODUCTION

Introduction
Background The Department of Education has made a commitment to providing a
broad-based, quality education for students in the public education
system and to expanding the range of programming to better meet the
needs of all students. The Department is working in collaboration with
school boards and other partners in education, business, the
community, and government to develop several new courses.
These new courses provide increased opportunities for senior high
school students to earn the credits they require to attain a high school
graduation diploma, to diversify their program, and to prepare for
varied post-secondary destinations. These courses are designed to
appeal to a wide variety of high school students; to assist students in
making connections among school, the community, and the workplace;
and to allow them to explore a range of career options.
These courses are characterized by the following features:
• a strong applied focus with an emphasis on integrating, applying,
and reinforcing the knowledge, skills, and attitudes developed in
other courses
• a strong connection to the essential graduation learnings—aesthetic
expression, citizenship, communication, personal development,
problem solving, and technological competence
• a strong focus on refining career-planning skills with a “futures”
orientation which invites students to explore a range of pathways
from school
• a strong connection to labour market opportunities with a focus on
enhancing students’ employability skills—academic skills, social and
teamwork skills, technological skills, and personal management
skills, such as responsibility, adaptability, and positive attitudes
• a strong connection to the community and workplace with a focus
on using real-world community and workplace problems and
situations as practical contexts for the application of knowledge and
skills and for further learning
• a strong focus on hands-on learning experiences, including
experiences with a range of technologies

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 1

INTRODUCTION

Aim The aim of science education in the Atlantic provinces is to develop

scientific literacy.
Scientific literacy is an evolving combination of the science-related
attitudes, skills, and knowledge students need to develop inquiry,
problem-solving, and decision-making abilities; to become lifelong
learners; and to maintain a sense of wonder about the world around
them. To develop scientific literacy, students require diverse learning
experiences that provide opportunities to explore, analyse, evaluate,
synthesize, appreciate, and understand the interrelationships among
science, technology, society, and the environment.

Rationale The science curriculum, as defined in the Foundation for the Atlantic
Canada Science Curriculum, is aimed at enabling students to become
scientifically literate.
Scientific literacy is an evolving combination of the science-related
attitudes, skills, and knowledge students need to develop inquiry,
problem-solving, and decision-making abilities, to become life long
learners, and to maintain a sense of wonder about the world around
them. To develop scientific literacy students require diverse learning
experiences which provide opportunity to explore, analyse, evaluate,
synthesise, appreciate, and understand the interrelationships among
science, technology, society, and the environment that will affect their
personal lives, their careers, and their future.

The Nature Food Science 12 (Course Code: 11026) satisfies the second science
of Food Science 12 requirement for high school graduation. Food Science 12 is an academic
course. It is important to note that the course has been designed to
engage and meet the needs of a wide range of learners.
Food Science 12 comprises four modules:
Food Constituents
This module investigates the constituents of food, the physical and
chemical properties of the constituents, and applies the knowledge of
food science through a project. Lab work is essential in this module, as
it is throughout the course.
Preservation Factors
In this module, deteriorative factors and their controls are investigated.
Preservation is examined. High temperature (cooking, blanching,
pasteurization, sterilization) and low temperature preservation (chilling,
freezing, cold storage) are investigated.

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 INTRODUCTION

Food Quality and Commodities

Subjective and objective quality measurements, sampling, and analysis
are examined to evaluate assurance, measurement, and control.
Commodities are investigated through laboratory experiments.
Production of the commodities with emphasis on quality retention and
production techniques is discussed.
Food Packaging
This module looks at food ingredients, labels, and packaging. The key
to food product development and design is the use of sensory analysis.
Systematic product development is examined and analysed.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 3

 PROGRAM DESIGN AND COMPONENTS

Program Design and Components

Learning and What students learn is fundamentally connected to how they learn it.
Teaching Science The aim of scientific literacy for all has created a need for new forms of
classroom organization, communication, and instructional strategies.
The teacher is a facilitator of learning whose major tasks include
• creating a classroom environment to support the learning and
teaching of science
• designing effective learning experiences that help students achieve
designated outcomes
• stimulating and managing classroom discourse in support of student
learning
• learning about and then using students’ motivations, interests,
abilities, and learning styles to improve learning and teaching
• assessing student learning, the scientific tasks and activities involved,
and the learning environment to make ongoing instructional
decisions
• selecting teaching strategies from a wide repertoire
Effective science learning and teaching take place in a variety of
situations. Instructional settings and strategies should create an
environment that reflects a constructive, active view of the learning
process. Learning occurs through actively constructing one’s own
meaning and assimilating new information to develop a new
understanding.
The development of scientific literacy in students is a function of the
kinds of tasks they engage in, the discourse in which they participate,
and the settings in which these activities occur. Students’ disposition
towards science is also shaped by these factors. Consequently, the aim of
developing scientific literacy requires careful attention to all of these
facets of curriculum.
Learning experiences in science education should vary and should
include opportunities for group and individual work, discussion among
students as well as between teacher and students, and hands-on/
minds-on activities that allow students to construct and evaluate
explanations for the phenomena under investigation. Such
investigations and the evaluation of the evidence accumulated provide
opportunities for students to develop their understanding of the nature
of science and the nature and status of scientific knowledge.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 5

PROGRAM DESIGN AND COMPONENTS

The Three An individual can be considered scientifically literate when he/she is

Processes of familiar with, and able to engage in, three processes: inquiry, problem
solving, and decision making.
Scientific Literacy

Inquiry Scientific inquiry involves posing questions and developing

explanations for phenomena. While there is general agreement that
there is no such thing as the scientific method, students require certain
skills to participate in the activities of science. Skills such as questioning,
observing, inferring, predicting, measuring, hypothesizing, classifying,
designing experiments, collecting data, analysing data, and interpreting
data are fundamental to engaging in science. These activities provide
students with opportunities to understand and practise the process of
theory development in science and the nature of science.

Problem Solving The process of problem solving involves seeking solutions to human
problems. It consists of proposing, creating, and testing prototypes,
products, and techniques to determine the best solution to a given
problem.

Decision Making The process of decision making involves determining what we, as
citizens, should do in a particular context or in response to a given
situation. Decision-making situations are important in their own right,
and they also provide a relevant context for engaging in scientific
inquiry and/or problem solving.

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 PROGRAM DESIGN AND COMPONENTS

Meeting the Needs Foundation for the Atlantic Canada Science Curriculum stresses the need
of All Learners to design and implement a science curriculum that provides equitable
opportunities for all students according to their abilities, needs, and
interests. Teachers must be aware of, and make adaptations to
accommodate, the diverse range of learners in their classes. To adapt
instructional strategies, assessment practices, and learning resources to
the needs of all learners, teachers must create opportunities that will
permit students to address their various learning styles.
As well, teachers must not only remain aware of and avoid gender and
cultural biases in their teaching, they must also actively address cultural
and gender stereotyping (e.g., about who is interested in and who can
succeed in science and mathematics). Research supports the position
that when science curriculum is made personally meaningful and
socially and culturally relevant, it is more engaging for groups
traditionally under-represented in science and indeed, for all students.
While this curriculum guide presents specific outcomes for each
module, it must be acknowledged that students will progress at different
rates.
Teachers should provide materials and strategies that accommodate
student diversity, and should validate students when they achieve the
outcomes to the best of their abilities.
It is important that teachers articulate high expectations for all students
and ensure that all students have equitable opportunities to experience
success as they work toward achieving designated outcomes. Teachers
should adapt classroom organization, teaching strategies, assessment
practices, time, and learning resources to address students’ needs and
build on their strengths. The variety of learning experiences described in
this guide provide access for a wide range of learners. Similarly, the
suggestions for a variety of assessment practices provide multiple ways
for learners to demonstrate their achievements.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 7

PROGRAM DESIGN AND COMPONENTS

The Role of
Technologies

Vision for the The Nova Scotia Department of Education has articulated five
Integration of components to the learning outcomes framework for the integration of
Information IT within curriculum programs:
Technologies

Basic Operations • concepts and skills associated with the safe, efficient operation of a
and Concepts range of information technologies

Productivity Tools • the efficient selection and use of IT to perform tasks such as
and Software – the exploration of ideas
– data collection
– data manipulation, including the discovery of patterns and
relationships
– problem solving
– the representation of learning

Communications Technology • the use of specific, interactive technologies which support

collaboration and sharing through communication

Research, Problem Solving, • the organization, reasoning, and evaluation by which students
and Decision Making rationalize their use of IT

Social, Ethical, • that understanding associated with the use of IT which encourages
and Human Issues in students a commitment to pursue personal and social good,
particularly to build and improve their learning environments and to
foster stronger relationships with their peers and others who support
their learning

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 PROGRAM DESIGN AND COMPONENTS

Integrating As information technologies shift the ways in which society accesses,

Information and communicates, and transfers information and ideas, they inevitably
Communication change the ways in which students learn.
Technologies within Students must be prepared to deal with an information and
communications environment characterized by continuous, rapid
Food Science 12
change, an exponential growth of information, and expanding
opportunities to interact and interconnect with others in a global
context.
Because technologies are constantly and rapidly evolving, it is important
that teachers make careful decisions about applications, always in
relation to the extent to which technology applications help students to
achieve the curriculum outcomes.
Technology can support learning for the following specific purposes.

Inquiry Theory Building: Students can develop ideas, plan projects, track the
results of growth in their understanding, develop dynamic, detailed
outlines, and develop models to test their understanding, using software
and hardware for modelling, simulation, representation, integration,
and planning.
Data Access: Students can search for and access documents, multimedia
events, simulations, and conversations through hypertext/hypermedia
software; digital, CD-Rom, and Internet libraries, and databases.
Data Collection: Students can create, obtain, and organize information
in a range of forms, using sensing, scanning, image and sound recording
and editing technology, databases, spreadsheets, survey software, and
Internet search software.
Data Analysis: Students can organize, transform, analyse, and
synthesize information and ideas using spreadsheets, simulation,
statistical analysis or graphing software, and image processing
technology.

Communication Media Communication: Students can create, edit, and publish, present,
or post documents, presentations, multi-media events, Web pages,
simulations, models, and interactive learning programs, using word
processing, publishing, presentation, Web page development, and
hypertext software.
Interaction/collaboration: Students can share information, ideas,
interests, concerns, and questions with others through e-mail; Internet
audio, video, and print conferences; information servers; Internet news
groups and listservs; and student-created hypertext environments.
Teaching and Learning: Students can acquire, refine, and communicate
ideas, information, and skills using tutoring systems and software,
instructional simulations, drill and practice software, and telementoring
systems.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 9

PROGRAM DESIGN AND COMPONENTS

Construction Students can explore ideas and create simulations, models, and products
using sensor and control systems, robotics, computer-aided design,
artificial intelligence, mathematical and scientific modelling, and
graphing and charting software.

Expression Students can shape the creative expression of their ideas, feelings,
insights, and understandings using graphic software, music making,
composing, editing and synthesizing technology; interactive video and
hyper media, animation software; multimedia composing technology;
sound and light control systems and software; and video and audio
recording and editing technology.

Writing in Science Learning experiences should provide opportunities for students to use
writing and other forms of representation as ways to consolidate and
communicate their understanding. Students should be encouraged to
use writing to speculate, theorize, summarize, discover connections,
describe processes, express understandings, raise questions, and make
sense of new information using their own language as a step to the
language of science. Science logs are useful for such expressive and
reflective writing. Purposeful note making is an intrinsic part of learning
in science, helping students better record, organize, and understand
information from a variety of sources. The process of creating webs,
maps, charts, tables, graphs, drawing, and diagrams to represent data
and results helps students learn and also provides them with useful
study tools.
Learning experiences in science should also provide abundant
opportunities for students to communicate their findings and
understandings to others, both formally and informally, using a variety
of forms for a range of purposes and audiences. Such experiences should
encourage students to use effective ways of recording and conveying
information and ideas and to use the vocabulary of science in expressing
their understandings. It is through opportunities to talk and write about
the concepts they need to learn that students come to better understand
both the concepts and related vocabulary.
Learners will need explicit instruction in, and demonstration of, the
strategies they need to develop and apply in reading, viewing,
interpreting, and using a range of science texts for various purposes. It
will be equally important for students to have demonstrations of the
strategies they need to develop and apply in selecting, constructing, and
using various forms for communicating in science.

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 PROGRAM DESIGN AND COMPONENTS

Assessment The terms assessment and evaluation are often used interchangeably,
and Evaluation but they refer to quite different processes. Science curriculum
documents developed in the Atlantic region use these terms for the
processes described below.
Assessment is the systematic process of gathering information on
student learning.
Evaluation is the process of analysing, reflecting upon, and
summarizing assessment information, and making judgments or
decisions based upon the information gathered.
The assessment process provides the data, and the evaluation process
brings meaning to the data. Together, these processes improve teaching
and learning. If we are to encourage enjoyment in learning for students
now and throughout their lives, we must develop strategies to involve
students in assessment and evaluation at all levels. When students are
aware of the outcomes for which they are responsible and of the criteria
by which their work will be assessed or evaluated, they can make
informed decisions about the most effective ways to demonstrate their
learning.
The Atlantic Canada science curriculum reflects the three major
processes of science learning: inquiry, problem solving, and decision
making. When a teacher assesses student progress, it is helpful to know
some activities/skills/actions that are associated with each process of
science learning. Student learning may be described in terms of ability
to perform these tasks.

Inquiry • define questions related to a topic

• refine descriptors/factors to provide focus for practical and
theoretical research
• select an appropriate way to find information
• make direct observations
• perform experiments, record and interpret data, and draw
conclusions
• design an experiment that tests relationships and variables
• write lab reports that meet a variety of needs and place emphasis on
recorded data
• recognize that both quality of both the process and the product are
important

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PROGRAM DESIGN AND COMPONENTS

Problem Solving • clearly define a problem

• produce a range of potential solutions for the problem
• appreciate that several solutions should be considered
• plan and design a product or device intended to solve a problem
• construct a variety of acceptable prototypes; pilot test, evaluate, and
refine them to meet a need
• present the refined process/product/device and support why it is
“preferred”
• recognize that quality of the process and the product is important

Decision Making • gather information from a variety of sources

• evaluate the validity of the information source
• evaluate which information is relevant
• identify the different perspectives that influence a decision
• present information to reflect different perspectives
• use information to support a given perspective
• recommend a decision and provide supporting evidence
• communicate a decision and provide a “best” solution

Effective Effective assessment improves the quality of learning and teaching. It

Assessment and can help students to become more reflective and to have control of their
own learning, and it can help teachers to monitor and focus their
Evaluation Practices
instructional programs.
Assessment and evaluation of student learning should accommodate the
complexity of learning and reflect the complexity of the curriculum.
Evaluation should be based on the full range of learning outcomes
towards which students have been working during the reporting period,
be proportionate to the learning experiences related to each outcome,
and focus on patterns of achievement as well as specific achievement.
In reflecting on the effectiveness of their assessment program, teachers
should consider the extent to which their practices
• are fair in terms of the student’s background or circumstances
• are integrated with learning
• provide opportunities for authentic learning
• focus on what students can do rather than on what they cannot do
• provide students with relevant, supportive feedback that helps them
to shape their learning
• describe students’ progress toward learning outcomes
• help them to make decisions about revising, supporting, or
extending learning experiences
• support learning risk taking
• provide specific information about the processes and strategies
students are using
• provide students with diverse and multiple opportunities to
demonstrate their achievement

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 PROGRAM DESIGN AND COMPONENTS

• accommodate multiple responses and a range of tasks and resources

• provide evidence of achievement in which students can take pride
• acknowledge attitudes and values as significant learning outcomes
• encourage students to reflect on their learning and to articulate
personal learning plans
• help them to make decisions about teaching strategies, learning
experiences and environments, student grouping, and resources
• include students in developing, interpreting, and reporting on
assessment

Involving When students are aware of the outcomes they are responsible for and
Students in the the criteria by which their work will be assessed or evaluated, they can
Assessment Process make informed decisions about the most effective ways to demonstrate
they know, are able to do, and value.
It is important that students participate actively in the assessment and
evaluation of their learning, developing their own criteria and learning
to judge a range of qualities in their work. Students should have access
to models in the form of scoring criteria, rubrics, and work samples.
As lifelong learners, students assess their own progress, rather than
relying on external measures, for example marks, to tell them how well
they are doing. Students who are empowered to assess their own
progress are more likely to perceive their learning as its own reward.
Rather than asking What does the teacher want? students need to ask
questions such as What have I learned? What can I do now that I
couldn’t do before? What do I need to learn next?
Effective assessment practices provide opportunities for students to
• reflect on their progress toward achievement of learning outcomes
• assess and evaluate their learning
• set goals for future learning

Diverse Learning Teachers should develop assessment practices which affirm and
Styles and Needs accommodate students’ cultural and linguistic diversity. Teachers should
consider patterns of social interaction, diverse learning styles, and the
multiple ways oral, written, and visual language are used in different
cultures for a range of purposes. Student performance takes place not
only in a learning context, but in a social and cultural context as well.
Assessment practices must be fair, equitable, and without bias,
providing a range of opportunities for students to demonstrate their
learning. Teachers should be flexible in evaluating the learning success of
students and seek diverse ways for students to demonstrate their
personal best. In inclusive classrooms, students with special needs have
opportunities to demonstrate their learning in their own way, using
media which accommodate their needs, and at their own pace.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 13

 CURRICULUM OUTCOMES FRAMEWORK

Curriculum Outcomes Framework

Overview The science curriculum is based on an outcomes framework that
includes statements of essential graduation learnings, general
curriculum outcomes, key-stage curriculum outcomes, and specific
curriculum outcomes. The general, key-stage, and specific curriculum
outcomes reflect the pan-Canadian Common Framework of Science
Learning Outcomes K to 12. The diagram below provides the blueprint
of the outcomes framework.

Outcomes Framework

Essential Graduation
Learnings

A Vision for Scientific

Literacy in Atlantic Canada

Four General
Curriculum Outcomes

STSE Skills Knowledge Attitudes

Nature of science Initiating and planning Appreciation of science
and technology Life science
Interest in science
Performing and recording
Relationship between Physical science Science inquiry
science and technology Analysing and interpreting
Earth and space science Collaboration
Social and environmental Communication and Stewardship
contexts of science teamwork
and technology Safety

Key-Stage Curriculum Outcomes

Specific Curriculum Outcomes

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 15

CURRICULUM OUTCOMES FRAMEWORK

Essential Essential graduation learnings are statements describing the knowledge,

Graduation Learnings skills, and attitudes expected of all students who graduate from high
school. Achievement of the essential graduation learnings will prepare
students to continue to learn throughout their lives. These learnings
describe expectations not in terms of individual school subjects but in
terms of knowledge, skills, and attitudes developed throughout the
curriculum. They confirm that students need to make connections and
develop abilities across subject boundaries and to be ready to meet the
shifting and ongoing opportunities, responsibilities, and demands of
life after graduation. Provinces may add additional essential graduation
learnings as appropriate. The essential graduation learnings are

Aesthetic Expression Graduates will be able to respond with critical awareness to various
forms of the arts and be able to express themselves through the arts.

Citizenship Graduates will be able to assess social, cultural, economic, and

environmental interdependence in a local and global context.

Communication Graduates will be able to use the listening, viewing, speaking, reading,
and writing modes of language(s) as well as mathematical and scientific
concepts and symbols to think, learn, and communicate effectively.

Personal Development Graduates will be able to continue to learn and to pursue an active,
healthy lifestyle.

Problem Solving Graduates will be able to use the strategies and processes needed to solve
a wide variety of problems, including those requiring language,
mathematical, and scientific concepts.

Technological Competence Graduates will be able to use a variety of technologies, demonstrate an

understanding of technological applications, and apply appropriate
technologies for solving problems.

Teachers should consult Foundation for the Atlantic Canada Science

Curriculum for descriptions of the essential graduation learnings, vision
for scientific literacy, general curriculum outcomes, and key-stage
curriculum outcomes.

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 CURRICULUM OUTCOMES FRAMEWORK

General The general curriculum outcomes form the basis of the outcomes
Curriculum framework. They also identify the key components of scientific literacy.
Four general curriculum outcomes have been identified to delineate the
Outcomes four critical aspects of students’ scientific literacy. They reflect the
wholeness and interconnectedness of learning and should be considered
interrelated and mutually supportive.

Science, Technology, Students will develop an understanding of the nature of science and
Society, and the technology, of the relationships between science and technology, and of
Environment the social and environmental contexts of science and technology.

Skills Students will develop the skills required for scientific and technological
inquiry, for solving problems, for communicating scientific ideas and
results, for working collaboratively, and for making informed decisions.

Knowledge Students will construct knowledge and understandings of concepts in

life science, physical science, and Earth and space science, and apply
these understandings to interpret, integrate, and extend their
knowledge.

Attitudes Students will be encouraged to develop attitudes that support the

responsible acquisition and application of scientific and technological
knowledge to the mutual benefit of self, society, and the environment.

Key-Stage Key-stage curriculum outcomes are statements that identify what

Curriculum students are expected to know, be able to do, and value by the end of
grades 3, 6, 9, and 12 as a result of their cumulative learning experiences
Outcomes in science. The key-stage curriculum outcomes are from the Common
Framework for Science Learning Outcomes K to12.

Specific Specific curriculum outcomes for Food Science 12 are statements

Curriculum identifying what students are expected to know and be able to do as a
result of their learning experiences in this course. They provide the
Outcomes framework for instructional design and assessment and are intended to
help teachers design learning experiences and assessment tasks. Specific
curriculum outcomes represent a framework for assisting students to
achieve the key-stage curriculum outcomes, the general curriculum
outcomes, and ultimately the essential graduation learnings.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 17

CURRICULUM OUTCOMES FRAMEWORK

Specific curriculum outcomes are organized in modules. Each module is

organized by topic. Food Science 12 modules and topics follow.

Food Constituents • Food Constituents

• Carbohydrates
• Lipids
• Proteins
• Water and Other Constituents in Food

Preservation Factors • Food Microbiology and Food Safety: Fermentation Microbiology

• Food Microbiology and Food Safety: Preservation Microbiology
• Food Microbiology and Food Safety: Food Safety Microbiology
• Evolution of Food Preservation
• Cooling
• Heating
• Fermentation
• Drying Processing Techniques

Food Quality and • Food Commodities

Commodities • Food Quality
• Product Development—Schemes and Stages

Food Packaging • Food Packaging and Food Labels

• New Food Product

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 CURRICULUM OUTCOMES FRAMEWORK

The following pages outline Food Science 12 specific curriculum

outcomes grouped by modules and topics.

Food Constituents Students will be expected to

Food Constituents
• identify and describe science- and technology-based careers related to
food science
• analyse a food package ingredient listing
Carbohydrates
• explain and describe the function/properties of other starches,
including carbohydrates and cellulose, pectins, and gums
Lipids
• identify and describe the properties and functions of lipids
Proteins
• describe the structure of proteins found in various foods, including
essential amino acids
Water and Other Constituents in Food
• summarize the functions of water in food preparation and food
development
• explain the functions and basic properties of emulsifiers, organic
acids, vitamins, enzymes, antioxidants, colour, and flavour
• design an experiment, identify specific variables, and perform it

Preservation Factors Students will be expected to

Food Microbiology and Food Safety: Fermentation Microbiology
• explain how the metabolism of microorganisms introduce new
desirable flavours, ingredients, and physical properties to the foods
Food Microbiology and Food Safety: Preservation Microbiology
• explain food spoilage in terms of the growth of microorganisms
(appearance of off-flavours, off-odours, slime, visible growth)
• describe the role that processing and food additives play in
eliminating, inhibiting, or delaying the growth of spoilage
microorganisms
Food Microbiology and Food Safety: Food Safety Microbiology
• explain simple measures that can be taken to keep foods safe
• explain how viruses, bacteria, moulds, and parasites can cause disease
Evolution of Food Preservation
• explain practical methods of food preservation

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CURRICULUM OUTCOMES FRAMEWORK

Cooling
• explain the use of chilling and cold storage of fresh foods in terms of
preservation
Heating
• identify and give examples of the different types of high temperature
cooking
Fermentation
• describe the fermentation process and make a fermented product
Drying Processing Techniques
• explain what water activity is, why it is important, and how it can be
controlled

Food Quality and Students will be expected to

Commodities
Food Commodities
• analyse the properties of specific food commodities
• select and use different resources and materials to collect information
about their commodity
• devise and conduct an experiment on their commodity
Food Quality
• identify psychological factors used to market and develop food
products
• collect and compare sensory data
Product Development—Schemes and Stages
• explain how well a product is designed to meet consumer wishes

Food Packaging Students will be expected to

Food Packaging and Food Labels
• explain the functions and considerations for food packaging
• identify and explain the information required for labels on food
products made in Canada
New Food Product
• design, develop, make, and present a food product identifying and
anticipating major variables that may impact on the final quality of
the product

20 FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003

 CURRICULUM OUTCOMES FRAMEWORK

Attitude Outcomes It is expected that the Atlantic Canada science program will foster
certain attitudes in students throughout their school years. The STSE,
skills, and knowledge outcomes contribute to the development of
attitudes, and opportunities for fostering these attitudes are highlighted
in the Elaborations—Strategies for Learning and Teaching sections of
each unit.
Attitudes refer to generalized aspects of behaviour that teachers model
for students by example and by selective approval. Attitudes are not
acquired in the same way as skills and knowledge. The development of
positive attitudes plays an important role in students’ growth by
interacting with their intellectual development and by creating a
readiness for responsible application of what students learn.
Since attitudes are not acquired in the same way as skills and
knowledge, outcome statements for attitudes are written as key-stage
curriculum outcomes for the end of grades 3, 6, 9, and 12. These
outcome statements are meant to guide teachers in creating a learning
environment that fosters positive attitudes.
The following pages present the attitude outcomes from the pan-
Canadian Common Framework of Science Learning Outcomes K to 12 for
the end of grade 12.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 21

CURRICULUM OUTCOMES FRAMEWORK

Key-Stage Curriculum Outcomes: Attitudes

By the end of grade 12, students will be expected to

Appreciation of Science Interest in Science Scientific Inquiry

436 value the role and 439 show a continuing and more 442 confidently evaluate evidence
contribution of science and informed curiosity and interest in and consider alternative perspectives,
technology in our understanding of science and science-related issues ideas, and explanations
phenomena that are directly 440 acquire, with interest and 443 use factual information and
observable and those that are not confidence, additional science rational explanations when analysing
437 appreciate that the knowledge and skills using a variety of and evaluating
applications of science and resources and methods, including
formal research 444 value the processes for drawing
technology can raise ethical
dilemmas conclusions
441 consider further studies and
438 value the contributions to careers in science- and technology- Evident when students, for example,
scientific and technological related fields • insist on evidence before
development made by women and accepting a new idea or
Evident when students, for example,
men from many societies and explanation
cultural backgrounds • conduct research to answer their • ask questions and conduct
own questions research to confirm and extend
Evident when students, for example, • recognize that part-time jobs their understanding
• consider the social and cultural require science- and technology- • criticize arguments based on the
contexts in which a theory related knowledge and skills faulty, incomplete, or misleading
developed • maintain interest in or pursue use of numbers
• use a multi-perspective further studies in science • recognize the importance of
approach, considering scientific, • recognize the importance of reviewing the basic assumptions
technological, economic, making connections among from which a line of inquiry has
cultural, political, and various science disciplines arisen
environmental factors when • explore and use a variety of • expend the effort and time needed
formulating conclusions, solving methods and resources to increase to make valid inferences
problems, or making decisions their own knowledge and skills • critically evaluate inferences and
on STSE issues • are interested in science and conclusions, cognizant of the
• recognize the usefulness of being technology topics not directly many variables involved in
skilled in mathematics and related to their formal studies experimentation
problem solving • explore where further science- and • critically assess their opinions of
• recognize how scientific problem technology-related studies can be the value of science and its
solving and the development of pursued applications
new technologies are related • are critical and constructive when • criticize arguments in which
• recognize the contribution of considering new theories and evidence, explanations, or
science and technology to the techniques positions do not reflect the
progress of civilizations • use scientific vocabulary and diversity of perspectives that exist
• carefully research and openly principles in everyday discussions • insist that the critical assumptions
discuss ethical dilemmas • readily investigate STSE issues behind any line of reasoning be
associated with the applications made explicit so that the validity
of science and technology of the position taken can be
• show support for the judged
development of information • seek new models, explanations,
technologies and science as they and theories when confronted
relate to human needs with discrepant events or evidence
• recognize that western
approaches to science are not
the only ways of viewing the
universe
• consider the research of both
men and women

22 FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003

 CURRICULUM OUTCOMES FRAMEWORK

Key-Stage Curriculum Outcomes: Attitudes (continued)

By the end of grade 12, students will be expected to
Collaboration Stewardship Safety in Science
445 work collaboratively in 446 have a sense of personal and 449 show concern for safety and
planning and carrying out shared responsibility for maintaining accept the need for rules and
investigations, as well as in a sustainable environment regulations
generating and evaluating ideas 447 project the personal, social, and 450 be aware of the direct and
Evident when students, for example, environmental consequences of indirect consequences of their actions
proposed action
• willingly work with any Evident when students, for example,
classmate or group of individuals 448 want to take action for
maintaining a sustainable • read the label on materials before
regardless of their age, gender, or using them, interpret the WHMIS
physical and cultural environment
symbols, and consult a reference
characteristics Evident when students, for example, document if safety symbols are not
• assume a variety of roles within a understood
group, as required • willingly evaluate the impact of
their own choices or the choices • criticize a procedure, a design, or
• accept responsibility for any task materials that are not safe or that
that helps the group complete an scientists make when they carry
out an investigation could have a negative impact on
activity the environment
• give the same attention and • assume part of the collective
responsibility for the impact of • consider safety a positive limiting
energy to the group’s product as factor in scientific and
they would to a personal humans on the environment
• participate in civic activities technological endeavours
assignment • carefully manipulate materials,
• are attentive when others speak related to the preservation and
judicious use of the environment cognizant of the risks and
• are capable of suspending potential consequences of their
personal views when evaluating and its resources
• encourage their peers or members actions
suggestions made by a group • write into a laboratory procedure
• seek the points of view of others of their community to participate
in a project related to safety and waste-disposal concerns
and consider diverse perspectives • evaluate the long-term impact of
• accept constructive criticism sustainability
• consider all perspectives when safety and waste disposal on the
when sharing their ideas or environment and the quality of life
points of view addressing issues, weighing
scientific, technological, and of living organisms
• criticize the ideas of their peers • use safety and waste disposal as
without criticizing the persons ecological factors
• participate in social and political criteria for evaluating an
• evaluate the ideas of others experiment
objectively systems that influence
environmental policy in their • assume responsibility for the safety
• encourage the use of procedures of all those who share a common
that enable everyone, regardless community
• examine/recognize both the working environment by cleaning
of gender or cultural up after an activity and disposing
background, to participate in positive and negative effects on
human beings and society of of materials in a safe place
decision making • seek assistance immediately for
• contribute to peaceful conflict environmental changes caused by
nature and by humans any first aid concerns like cuts,
resolution encourage the use of a burns, or unusual reactions
variety of communication • willingly promote actions that are
not injurious to the environment • keep the work station uncluttered,
strategies during group work with only appropriate lab
• share the responsibility for errors • make personal decisions based on
a feeling of responsibility toward materials present
made or difficulties encountered
by the group less privileged parts of the global
community and toward future
generations
• are critical-minded regarding the
short- and long-term
consequences of sustainability

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 23

CURRICULUM OUTCOMES FRAMEWORK

Curriculum Guide Specific curriculum outcomes are organized by module and topic. Each
Organization module is organized by topic. Suggestions for learning, teaching,
assessment, and resources are provided to support student achievement.

The Four-Column All topics have a two-page layout of four columns as illustrated below.
Spread In some cases, the four-column spread continues to the next two-page
layout. Outcomes are grouped by a topic indicated at the top of the left
page.

Two-Page, Four-Column Spread

FOOD CONSTITUENTS FOOD CONSTITUENTS

Carbohydrates Carbohydrates

Outcomes Elaborations—Strategies for Learning and Teaching Tasks for Instruction and/or Assessment Resources/Notes
Students will be expected to Students should describe the functions of carbohydrates. Sweeteners Performance • Food Science: The Biochemistry
(sucrose), dietary sources such as energy (starch), and indigestible fibre of Food and Nutrition, Fourth
• explain and describe the
should be addressed. Functions also include viscosity (thickeners, • Do lab on polymers and crystals. Edition, pp. 219–225, 228,
function/properties of other
gelling agents, e.g., gums), and browning (Maillard and carmelization). • Do an experiment about viscosity using different starches. 230–235, NSSBB# 23054
starches, including
Teachers may discuss cryoprotectants and humectants. Teachers should • Test for carbohydrates.
carbohydrates and cellulose,
discuss monosaccharides occurring naturally in only small amounts. • Do a test for starch. Include examples of foods containing these
pectins, and gums
Open chain and rings should be discussed. A small percentage is molecules. Compare jam using natural thickeners and artificial
present in open chain form. Disaccharides, oligosaccharides (2–10 thickeners.
monosaccharides units), and polysaccharides should be investigated
looking at different reactivity, sweetness, and solubility. Paper and Pencil

Students should identify carbohydrate structures. Students should • Re-examine the “food ingredient” research and identify the
recognize sugars, their chemical names, and their chemical formulae. starches—simple and complex in the chemical equations.
Polysaccharides should be examined. Teachers can explain that starch
from different sources have different amounts of the amylase, straight Presentation
chain, and amylopectin, branched. Discussion about the uses of starch
could include thickening, gel formation, wallpaper paste, and raw • Design a poster showing the progression of a glucose molecule into
materials for syrups. Starches are found in plants as granules. at least five disaccharides, starches, and fibres.
Various gums that are used for thickening foods could be explored.
Some of these include gum arabic, which is bark of acacia trees; guar,
which is the seed of a plant indigenous to India and Pakistan;
carrageenan, which has seaweed concentrations; and xanthan, which is
microbial. Pectins are composed of repeating units of sugar acids, not
simple sugar. Students could explore pectins, which are found in some
plants, especially fruit, and are used for gelation, for example, fruit jams
and jellies. Students could discuss glycogen as the main storage form of
CHO in muscles and very similar in structure to amylopectin
(composed of glucose molecules and branched).
Teachers should make it clear that glycogen is much larger than
amylopectin but has more branching than amylopectin.

32 FOOD SCIENCE 12, DRAFT: AUGUST 2003 FOOD SCIENCE 12, DRAFT: AUGUST 2003 33

24 FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003

 CURRICULUM OUTCOMES FRAMEWORK

Column One: Outcomes The first column provides the specific curriculum outcomes. The
statements involve the Science-Technology-Society-Environment
(STSE), skills, and knowledge outcomes indicated by the outcome
number(s) that appears in parentheses after the outcome. Some STSE
and skills outcomes have been written in a context that shows how these
outcomes should be addressed.
Specific curriculum outcomes have been grouped by topic. Other
groupings of outcomes are possible and in some cases may be necessary
to take advantage of local situations. The grouping of outcomes
provides a suggested teaching sequence. Teachers may prefer to plan
their own teaching sequence to meet the learning needs of their
students.
Column One and Column Two define what students are expected to
learn and be able to do.

Column Two: Elaborations— The second column may include elaborations of outcomes listed in
Strategies for Learning Column One, and describes learning environments and experiences that
and Teaching will support students’ learning.
The strategies in this column are intended to provide a holistic
approach to instruction. In some cases, they address a single outcome;
in other cases, they address a group of outcomes.

Column Three: The third column provides suggestions for ways that students’
Tasks for Instruction achievement of the outcomes could be assessed. These suggestions
and/or Assessment reflect a variety of assessment techniques and materials that include, but
are not limited to, informal/formal observation, performance, journal,
interview, paper and pencil, presentation, and portfolio. Some
assessment tasks may be used to assess student learning in relation to a
single outcome, others to assess student learning in relation to several
outcomes. The assessment item identifies the outcome(s) addressed by
the outcome number in brackets after the item.

Column Four: This column notes useful resources and provides an opportunity for
Resources/Notes teachers to make to own notes.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 25

Food Constituents
FOOD CONSTITUENTS

Food Constituents

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Students may suggest what they think food science means. Teachers
should give a definition of food science. From this, students could
• identify and describe science-
classify various careers into those that relate to food science and those
and technology-based careers
that do not. Discussions about choices might occur. Questions should
related to food science
be generated and posted, such as “What does a food scientist do?”
“What do food and science have in common?” “Where does food
science fit with my life?” “Should I be concerned about food
development?”
Teachers and students should explore the overall concept of food from
inception to table; for example, potato to potato chip. Students might
look at additives, their chemical formulae, the reason why additives are
included in the food, and where the information was found.
Videos appropriate to this topic may be shown.
• analyse a food package Food is composed of chemicals. The properties of food are affected by
ingredient listing the composition. Students should look at different food packages and
try to sort the ingredients. Students could use various resources to help
them classify the foods.

28 FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003

 FOOD CONSTITUENTS

Food Constituents

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil Food science can be defined as
the application of the basic
• Using a concept map, organize the suggestions about “food science.” sciences and engineering to study
the fundamental physical,
Presentation chemical, and biochemical nature
of foods and the principles of
• Present, using various formats, the results of “packaged food food processing.
investigation.”

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 29

FOOD CONSTITUENTS

Carbohydrates

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Students should describe the functions of carbohydrates. Sweeteners
(sucrose), dietary sources such as energy (starch), and indigestible fibre
• explain and describe the
should be addressed. Functions also include viscosity (thickeners,
function/properties of other
gelling agents, e.g., gums), and browning (Maillard and carmelization).
starches, including
Teachers may discuss cryoprotectants and humectants. Teachers should
carbohydrates and cellulose,
discuss monosaccharides occurring naturally in only small amounts.
pectins, and gums
Open chain and rings should be discussed. A small percentage is
present in open chain form. Disaccharides, oligosaccharides (2–10
monosaccharides units), and polysaccharides should be investigated
looking at different reactivity, sweetness, and solubility.
Students should identify carbohydrate structures. Students should
recognize sugars, their chemical names, and their chemical formulae.
Polysaccharides should be examined. Teachers can explain that starch
from different sources have different amounts of the amylase, straight
chain, and amylopectin, branched. Discussion about the uses of starch
could include thickening, gel formation, wallpaper paste, and raw
materials for syrups. Starches are found in plants as granules.
Various gums that are used for thickening foods could be explored.
Some of these include gum arabic, which is bark of acacia trees; guar,
which is the seed of a plant indigenous to India and Pakistan;
carrageenan, which has seaweed concentrations; and xanthan, which is
microbial. Pectins are composed of repeating units of sugar acids, not
simple sugar. Students could explore pectins, which are found in some
plants, especially fruit, and are used for gelation, for example, fruit jams
and jellies. Students could discuss glycogen as the main storage form of
CHO in muscles and very similar in structure to amylopectin
(composed of glucose molecules and branched).
Teachers should make it clear that glycogen is much larger than
amylopectin but has more branching than amylopectin.

30 FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003

 FOOD CONSTITUENTS

Carbohydrates

Tasks for Instruction and/or Assessment Resources/Notes

Performance • Food Science: The Biochemistry
of Food and Nutrition, Fourth
• Do lab on polymers and crystals. Edition, pp. 219–225, 228,
• Do an experiment about viscosity using different starches. 230–235, NSSBB# 23054
• Test for carbohydrates.
• Do a test for starch. Include examples of foods containing these
molecules. Compare jam using natural thickeners and artificial
thickeners.

Paper and Pencil

• Re-examine the “food ingredient” research and identify the

starches—simple and complex in the chemical equations.

Presentation

• Design a poster showing the progression of a glucose molecule into

at least five disaccharides, starches, and fibres.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 31

FOOD CONSTITUENTS

Lipids

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Teachers should categorize lipids: fats, solid at room temperature; oils,
liquid at room temperature; cholesterol; phospholipids; and waxes.
• identify and describe the
Students should know the food sources of lipids such as dairy
properties and functions of
(butterfat), plants (oil seeds, legumes, palm coconut), land animals
lipids
(beef—tallow, pork—lard, and poultry), and fish (sardines, mackerel,
cod [liver], and salmon). Students should discuss the functions of
lipids. Students should explain the properties of saturation and chain
length.
Students should investigate food uses of lipids. These may include
ingredients, such as butter, cheese, and mayonnaise. Students should
explain the effect of variables on fat in food products. How lipids
contribute flavours (fatty acids), the texture and mouth feel, how they
carry flavours and fat-soluble vitamins, and how they are used in
cooking could be addressed. Students should explore and identify how
glycerol and fatty acids combine to give the triglyceride. Students
should describe the structure of triglycerides. Mono- and diglycerides
should be looked at. The properties of fatty acids could be discussed.
Undesirable reactions such as hydrolytic rancidity and oxidative
rancidity could be examined.

32 FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003

 FOOD CONSTITUENTS

Lipids

Tasks for Instruction and/or Assessment Resources/Notes

Performance • Food Science: The Biochemistry
of Food and Nutrition, Fourth
• Do a fat separation lab. Edition, pp. 239–245,
• Do “light versus regular margarine” food additive lab. 247–248, 251, NSSBB#
• Do lab, “What substances can replace fats in food products?” An 23054
example might be to make brownies with applesauce and conduct a
taste test with regular brownies.

Paper and Pencil

• Discuss the physiological functions of lipids.

• Are shorter chain fatty acids more volatile? Explain.
• Discuss “The more saturated the fatty acid, the harder the fat.” How
does hydrogenation affect this process?
• Draw a saturated chain. Draw a trans-unsaturated chain.
• What is the difference between hydrolytic and oxidative rancidity?
• Are fats visible in foods? Explain.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 33

FOOD CONSTITUENTS

Proteins

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Teachers should discuss amino acids chemicals—carbon, hydrogen,
oxygen, nitrogen, and other elements such as sulphur. Teachers can
• describe the structure of
point out that there are over 20 amino acids but there are eight that our
proteins found in various
body cannot make. Students should recognize that we must consume
foods, including essential
these in our diet and that not all proteins contain these essential amino
amino acids
acids. Proteins from animals, in general, are complete, but most plant
proteins are deficient in one or more essential amino acids.
Students should recognize that proteins are amino acids linked together
in long chains. Students should recognize that proteins make up body
tissues, enzymes, and blood. The importance of proteins, nutritional
and functional, should be addressed. Sources of proteins may be
discussed. Protein structure should be explained. Include
• primary structure—sequence of amino acids
• secondary structure—helix, parallel sheets, randomly coiled
• tertiary structure—folding or 3D structure
• quaternary structure—sub units (two or more 3D structures
together)

Students should explain denaturation, the breakdown of quaternary,

tertiary, or secondary structure of protein. Investigation should include
exposure of food proteins to reactive groups and causes of denaturation
by heat and chemicals. Teachers should discuss conjugated proteins
that contain non-protein components such as lipoproteins containing
lipids, glycoproteins containing sugars, and metalloproteins containing
metal ions. An example of this is hemoglobin that contains iron. Free
amino acids may be discussed in relation to their being easily absorbed
by the body and to enhancing flavours.
More investigation of free amino acids might include reacting with
reducing sugars such as the Maillard reaction and forming breakdown
products such as lysine cadaverine and arginine putrescine.
Teachers may discuss enzymes as a class of globular proteins. A
definition of enzymes could be discussed: enzymes are used to catalyse
chemical reactions under mild conditions without being used up in the
process. The importance of enzymes might be addressed—
physiological, industrial, and other.

34 FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003

 FOOD CONSTITUENTS

Proteins

Tasks for Instruction and/or Assessment Resources/Notes

Performance • Food Science: The Biochemistry
of Food and Nutrition, Fourth
• Do the lab “Testing for Protein.” Edition, pp. 257–268,
• Do a lab with milk proteins. NSSBB# 23054
• Make tofu.

Paper and Pencil

• What is the nutritional importance of proteins? What are the

functional (non-nutritive properties) of proteins? Can they be
manipulated in various ways to give desired physical/structural
attributes to foods? Give examples.
• Compare the enzymes’ importance with regard to plant and animal
life processes (physiological), industrial (food—fermentation and
enzymatic browning), and other (detergents).
• What happens when eggs are fried?
• Why are different types of flour used for different food products?
Explain.
• What are the optimum conditions for whipping egg whites?
• How do proteins affect the texture of food?

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 35

FOOD CONSTITUENTS

Water and Other Constituents in Foods

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Students should explore how water is present in most natural foods.
References to the content of fruits and vegetables and cooked meat
• summarize the functions of
might be made. Functions of water should be discussed. These could
water in food preparation and
include water as a reactant, reaction medium, carrier of nutrients and
food development
waste, and how it helps maintain structure of some foods. Other
properties of water should be identified and discussed. These might
include how it affects viscosity, how it freezes and how it boils, how it
is a growth medium for microorganisms, and how it is heavy and costly
to transport.
• explain the functions and Students should recognize emulsifiers as materials that keep fat globules
basic properties of emulsifiers, dispersed in water (oil in water) and water globules dispersed in fat
organic acids, vitamins, (water in oil).
enzymes, antioxidants, colour,
Teachers might discuss the best emulsifier (lecithin). It is structured
and flavour
like a fat but contains phosphoric acid. They are different lecithins.
• design an experiment, identify
Organic acids should be included. Fruits such as lemons, apples, and
specific variables, and perform
grapes contain natural acids and fermentation of food by acid-
it
producing bacteria. An example of the latter is cheese from milk and
lactic acid (bacteria).
Teachers might point out that the presence of organic acids can also
influence colour, texture, and food safety. Vitamins and minerals
should be examined as organic compounds required in small amounts
to maintain health. These must be supplied in the diet except vitamin
D that is synthesized in skin. Fat soluble and water soluble foods may
be addressed. Enzymes may be explored here or with proteins.
Antioxidants, colour, and flavours might be discussed.

36 FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003

 FOOD CONSTITUENTS

Water and Other Constituents in Foods

Tasks for Instruction and/or Assessment Resources/Notes

Performance

• Do a lab on water’s properties.

Paper and Pencil

• What is surface tension?

• What is polarity?
• How do enzymes affect food production?
• What are emulsifiers?
• How are organic acids useful?
• How is food safety influenced by water? by organic acids? by
enzymes? by vitamins? by minerals?

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 37

Preservation Factors
PRESERVATION FACTORS

Food Microbiology and Food Safety: Fermentation Microbiology

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Teachers should introduce the importance of some microorganisms as
ingredients or steps in the production of certain foods and beverages.
• explain how the metabolism
of microorganisms introduce Students should identify various fermented products common to most
new desirable flavours, supermarkets/grocery stores in the region. Students should use dairy
ingredients, and physical products, such as butter, yogurt, and cheese to explain the main effect
properties to the foods on the properties of milk is bacterial, lactic acid bacteria fermentation.
Students should make yogurt. Students might visit a dairy.
Teachers could identify the main yeast fermented products, e.g., root
beer. Teachers could explain how sugar is converted to ethanol.
Teachers could mention that liquor also is fermented and then distilled
to increase concentration of alcohol (beyond what can be obtained by
fermentation only).

40 FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003

 PRESERVATION FACTORS

Food Microbiology and Food Safety: Fermentation Microbiology

Tasks for Instruction and/or Assessment Resources/Notes

Performance

• Make yogurt. If possible, count the lactic acid bacteria.

• Make root beer.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 41

PRESERVATION FACTORS

Food Microbiology and Food Safety: Preservation Microbiology

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Teachers should discuss factors that affect the growth of
microorganisms. The following concepts should be explained:
• explain food spoilage in terms
of the growth of • intrinsic, such as acidity, available water, and inhibitors in foods
microorganisms (appearance • extrinsic, such as temperature and relative humidity
of off-flavours, off-odours, • implicit refers to characteristics of microorganisms
slime, visible growth)
• describe the role that Teachers should use examples of techniques used for food products to
processing and food additives prohibit microbial growth. Some examples are drying (beef jerky),
play in eliminating, acidification (marinated herring), and salting (cod).
inhibiting, or delaying the
Students should examine the importance of food additives in light of
growth of spoilage
the consumers’ desire for safe and shelf-stable products. Students
microorganisms
should also discuss the wish for foods to contain fewer additives.
Students should explain what some possible choices or compromises
might be made.
Students should explore how the metabolic activities of the
microorganisms are able to render food products spoiled. Students
should have a discussion on why some products, with a near neutral
pH or high water activity, are more prone to bacterial spoilage. Milk
and meat might be used for examples. Some cultures, historically,
separate milk and meat. Students might explore reasons for this.
Discussion of other products, such as breads that are characterized by
low water activity, will be spoiled by moulds that could occur. Low pH
products, such as some jams and yogurt, also tend to be spoiled by
moulds or yeast.
Students should construct answers to questions such as “What is the
difference among bacteria, yeast, and moulds?”

42 FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003

 PRESERVATION FACTORS

Food Microbiology and Food Safety: Preservation Microbiology

Tasks for Instruction and/or Assessment Resources/Notes

Performance

• Measure the pH in milk and yogurt. Discuss the impact of the

different pH values in terms of shelf life and the likely spoilage
organisms.
• Look under the microscope at the spoilage mould found on old
bread. Discuss how the hyphae of the mould is spreading out
through the entire piece of bread.

Journal

• Can I just cut the mould off my food and eat the rest?

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 43

PRESERVATION FACTORS

Food Microbiology and Food Safety: Food Safety Microbiology

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Students should identify and discuss microorganisms related to food
safety. Infectious and intoxicating bacteria, moulds (mycotoxins),
• explain simple measures that
viruses, and parasites should be identified.
can be taken to keep foods
safe Teachers should explain the background for recent outbreaks of food-
borne diseases caused by the presence of harmful microorganisms in
foods. Teachers should introduce the concept of cross-contamination
in the food industry and in kitchens (commercial and domestic).
Students should discuss how cross-contamination occurs.
Microorganisms are transferred by accident between raw and cooked
products or between contaminated and non-contaminated final
products. This is a major problem in food. Students should explain
simple measure that keep foods safe.
• explain how viruses, bacteria, Students should research and explain how viruses, bacteria, moulds,
moulds, and parasites can and parasites can cause disease. Teachers should introduce concepts
cause disease such as bacterial infection, bacterial intoxication, and toxins. Students
could make charts to show connections between safety and disease.
Students should discuss how disease-causing (pathogenic)
microorganisms may be transmitted from infected cows to foods such
as meats and vegetables. One example is Escherichia coli O157:H7 that
may be transmitted from infected cows to foods such as meats and
vegetables. This could lead to discussions that meat contamination
most likely occurs in the slaughterhouse while vegetables may be
contaminated through the usage of contaminated manure used as a
fertilizer or contaminated irrigation water with run-offs from cow
pastures.
Students should identify and explain the simple preventative measure
that can be taken at the various levels to keep the food supply safe. The
following should be addressed:
• temperature x time
• sanitation
• personal hygiene
• separation of raw and cooked/processed products
• utensils

44 FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003

 PRESERVATION FACTORS

Food Microbiology and Food Safety: Food Safety Microbiology

Tasks for Instruction and/or Assessment Resources/Notes

Performance

• Do a hand-washing exercise. Use contact plates and/or fluorescent

dye. Discuss the effect of proper sanitation.

Paper and Pencil

• Write up food safety recommendations to an organization who is

planning a community dinner in a small hall with limited
refrigeration capability.

Presentation

• Have the students research a recent outbreak of food-borne illness.

Present the results as an oral presentation or written report.
– IFT milk
– bacterial growth (UEN)
– mystery juice
– blue’s the clue

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 45

PRESERVATION FACTORS

Evolution of Food Preservation

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Students should trace and chart the history of food preservation.
Students should include contributions of Louis Pasteur, Nicholas
• explain practical methods of
Appert, Clarence Birdseye, and W.H. Carrier. Students should
food preservation
investigate methods of food preservation used today. Students might
examine the skills needed to be involved in food preservation. Students
should examine and explain the use of pH, temperature, moisture,
oxygen and salt levels on preventing spoilage.
For the bulk of the following two-page spreads, teachers should use five
or more products to explain all aspects of processing and preservation
methods. Possible products include
• canned product (soup—broth and vegetable, beans, pasta)
• frozen vegetables
• yogurt, cheese, milk
• instant coffee
• meat/fish
• bread, cereals, grains
• root beer

These foods should be used to explain all aspects of basic microbiology,

bacteria, yeasts, and moulds; food safety, post-harvest, enzymes,
respiration, post-mortem, pH, water activity, preservatives and
ingredients; heat, cold, and dehydration processes; high and low
temperature, preservation, dehydration, concentration, irradiation, and
food fermentation.

46 FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003

 PRESERVATION FACTORS

Evolution of Food Preservation

Tasks for Instruction and/or Assessment Resources/Notes

Performance

• Do a lab on dehydrating apple slices.

• Perform the enzyematic browning activity using acid to product
oxidation on an apple.
• Perform a hamburger lab to test for bacteria growth. This involves
the use of temperature to destroy bacteria.

Paper and Pencil

• Design a time line to illustrate the evolution of food preservation

methods.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 47

PRESERVATION FACTORS

Cooling

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Students should explain how chilling affects enzymes. Students should
describe post-harvest changes in fresh food (e.g., corn), and describe the
• explain the use of chilling and
freezing process and changes that take place in food during this process.
cold storage of fresh foods in
Students should describe how temperature abuse affects food quality
terms of preservation
(e.g., ice cream). Students should explain the process of blanching and
why it is used (frozen vegetables).
Students should explain the use of cooling on fresh foods in terms of
preservation. Discussion of chilling and cold storage should occur.
Students should describe respiration and its effects on quality of fresh
foods. Students should explain how chilling affects the quality of fresh
foods. Students should describe post-harvest changes in fresh food (e.g.,
corn). Students should describe the freezing process and changes that
take place in food during this process. Students should describe how
temperature abuse affects food quality (e.g., ice cream).
Students should describe post-mortem changes and how they can affect
food quality. Students should explain the use of low temperatures to
extend the shelf life of foods and use practical demonstrations with
foods stored at various temperatures. Students should explain the
concepts of biological as well as chemical spoilage of food.

48 FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003

 PRESERVATION FACTORS

Cooling

Tasks for Instruction and/or Assessment Resources/Notes

Performance

• Prepare and do a taste test on fresh cooked corn and old corn.
• Design and do an experiment on chilled foods and the effects of
temperature on spoilage.

Paper and Pencil

• Why do some fruit and vegetables keep longer in the refrigerator?

Explain.
• Does corn taste better the day it is picked than three or four days
later? Explain.
• Discuss why ice cream texture is sometimes grainy/sandy.
• Is there a difference to freezing fruit and vegetables?
• What is UEN?

Presentation

• Prepare and present information about the scientist and his/her

contribution to food preservation. Include information on germ
theory, thermal processing, refrigeration, frozen foods, and others as
applicable.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 49

PRESERVATION FACTORS

Heating

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Students should identify different types of high temperature cooking.
Students should give examples of where and why each are used.
• identify and give examples of
Students should explain how they are different by referring to cooking,
the different types of high
blanching, pasteurization, and sterilization.
temperature cooking
Students should explain the process of canning foods. Students should
describe common can defects. Students could explain the basic outline
of Hazard Analysis Critical Control Points (HACCP). Students could
explain what a “Bot.cook” is. Students should describe convection and
conduction heating. Students should explain the concepts in heat
processing to reduce bacteria, fungi, yeasts, viruses, and enzymes by
cooking, baking, boiling, and microwave heating. Trial and error
methods versus the use of simple math skills to determine how much
heat to apply might be explored. The advantages and precautions of
home canning should be identified. Product examples that could be
used in this are canned soup (both broth and vegetable), milk for
pasteurization, and jam for pH.

50 FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003

 PRESERVATION FACTORS

Heating

Tasks for Instruction and/or Assessment Resources/Notes

Performance

• Cook a hamburger to various stages from rare to well done. Give

evidence to support the various cooking stages with reference to
product safety, human consumption, and other variables.

Paper and Pencil

• What makes canned food safe to eat and their shelf life so long?
• What is food poisoning?
• Explain the science involved in this thermal processing. Talk about
the effects of heat on food-related enzymes and bacteria.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 51

PRESERVATION FACTORS

Fermentation

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Students should describe the process and make a product such as root
beer, yogurt, or cheese. Students should explain fermentation and its
• describe the fermentation
importance in food preservation.
process and make a fermented
product Product examples that can be used in this are cheddar cheese, Swiss
cheese, root beer, and yogurt.

52 FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003

 PRESERVATION FACTORS

Fermentation

Tasks for Instruction and/or Assessment Resources/Notes

Performance

• Make one of the following and describe the process:

– say cheese (UEN)
– yogurt (UEN)
– IFT What affects yeast growth?
– IFT root beer production
– IFT pickle fermentation
– mould-fermented food products
– yeast (UEN)

Paper and Pencil

• Explain why there are holes in some types of cheese.

• Explain why there are bubbles in beer.
• What are some reasons that fermented foods are made?

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 53

PRESERVATION FACTORS

Drying Processing Techniques

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Students should examine the process of freeze drying and spray drying.
Dehydration should also be examined. Students should freeze dry,
• explain what water activity is,
spray dry, and dehydrate some foods. Students should discuss the water
how it is important, and how
activity and how it can be controlled. Product examples here may be
it can be controlled
freeze and spray dried instant coffee and cereals.
Students should investigate novel techniques for processing including
microwave, irradiation, high pressure processing, and ultrasound.

54 FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003

 PRESERVATION FACTORS

Drying Processing Techniques

Tasks for Instruction and/or Assessment Resources/Notes

Performance

• Dry some food. Explain the process.

• Demonstrate simple dehydration techniques with special emphasis
on control of browning reactions.
• Use a technique for food processing. Report on its strengths and
weaknesses.

Paper and Pencil

• Explain why some brands of instant coffee dissolve better than

others.
• Why does my cereal not go “bad?”

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 55

Food Quality and Commodities
FOOD QUALITY AND COMMODITIES

Food Commodities

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Commodity should be thought of in terms of food groups—look at the
process of raw product to finished product in each category. Students
• analyse the properties of
should relate the process (e.g., cooling, freezing) to the specific
specific food commodities
commodity that they are studying. Teachers might introduce the
• select and use different
concept of sampling plans. (Sampling plans refer to extensive testing of
resources and materials to
products to find defects that would make the product unsafe,
collect information about
undesirable, or impractical to produce.)
their commodity
• devise and conduct an Teachers should choose a food commodity whose development may be
experiment on their tracked from source to consumer. The needs and wants of the
commodity consumer should be addressed. Some examples for this unit are dairy
products, meat products, fruits and vegetables, beverages including
brewing, confectionary products, bread and baked foods, eggs and egg
by-products, seafoods and cultured fish products and grains and
oilseeds. Teachers may wish to focus on a commodity from their
geographical region. An example of this might be an area where there is
a dairy cattle farm that has a dairy processing plant. It might have an
industry based on dairy production, and processing might be a relevant
resource for classroom application.
Teachers or students could invite guest speakers to talk about the
production of their product. For example, students may generate a list
of questions about the commodity. A guest speaker could be given the
questions and invited to address student issues. Examples of questions
might include “Is a licence needed to produce milk?” “How is milk
gathered?” “What tests are performed on the milk before it is
transported?” “ How do I know that the milk is safe?”
In groups, students could design a presentation on their commodity. If
they are using milk, this could include a milk production chart of data
collected from the last few years in Nova Scotia. Students might
produce a pamphlet that might include information on production in
the mammary glands of lactating cows, selected breeding for milk
capacity, duration of lactation, and fertilizing cows. Another section of
the pamphlet should include comparing different types of milk such as
human, cow, goat, sheep, and seal milk. Students should identify the
major constituent of the commodity. For example, casein, the major
milk protein constitutes 80% of the total milk proteins.

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 FOOD QUALITY AND COMMODITIES

Food Commodities

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil

• Using Inspirations, design a flow chart relating your commodity to

the preservation processes.
• Research Nova Scotia Web sites on commodity production and
present a report on your findings.

Performance

• Tour local production site such as a farm, processing plant. In your

report, include interview, pictures, and comments by the organizers
and by visitors.

Journal

• Write a reflection of your thoughts and reaction to the presentation

by the guest speaker or write twenty points that you learned from
the guest speaker.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 59

FOOD QUALITY AND COMMODITIES

Food Commodities (continued)

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Students should design and conduct a lab that demonstrates a
behaviour of their chosen commodity. Examples could be
• analyse the properties of
demonstrating development of milk curds using rennet, tenderization
specific food commodities
of beef, or oxidation of apples. Teachers must approve the lab design
• select and use different
and students should prepare a pre- and post-lab report.
resources and materials to
collect information about Students may refer to previous explorations of preservation and relate
their commodity them to this topic. Examples could be pasteurization of milk, curing of
• devise and conduct an meat, smoking of fish, dehydrating of fruits and vegetables.
experiment on their
Students could identify and list information about their food
commodity
commodity and different products that it could make. (They know
about heating, cooling, dehydrating, and other preservation methods,
so they can demonstrate how their commodity can be changed into
different types of foods available to the consumer.) Some of these foods
may be what the consumer wants, what the consumer needs, what
industry wants to promote, or a new food combination introduced to
the market. For example, teachers may want to talk about types of fluid
milk such as homogenized, skim, partly skimmed, chocolate, cereal
cream, table cream, whipping cream, and canned evaporated milk.
Students may look at and explore how milk has developed into other
milk products such as ice cream, powdered milk, cheese, evaporated
milk, and UHT milk.
Students could interview local farmers about production including
questions about the technology and transportation of milk. Then,
questions could be formulated and a representative from the milk
industry could be invited into the classroom to talk about industrial
processing of milk.

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 FOOD QUALITY AND COMMODITIES

Food Commodities (continued)

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil

• Record questions to ask your guest speaker before the presentation is

given.

Presentation

• Using visuals, share with the class what you have learned about your
commodity.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 61

FOOD QUALITY AND COMMODITIES

Food Quality

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Quality control is the maintenance of quality at levels acceptable to the
buyer while minimizing the cost to the producer. Quality factors include
• identify psychological factors
appearance, texture, flavour, and quality standards.
used to market and develop
food products Students should identify and analyse psychological factors such as
• collect and compare sensory product appeal and marketing techniques that address consumer needs
data and demands. Students could look at various potato products, design a
questionnaire based on the product’s visual appeal, and collect data from
people representing various age groups. Students could then present
their results to their classmates for their comments and feedback. Potato
products might include a box of mashed potatoes, a box of scalloped
potatoes, a bag of fresh potatoes, a bag of frozen French fries, a bag of
frozen potato patties, a bag of barbecued potato chips, a can of potatoes,
and a bag of potato thins. Students could present their results in chart
form to include the potato type, the packaging used, the characteristics
of the packaging, the target market, and possible characteristics.
Potato Product Packaging

Potato Packaging Characteristics Target Possible

Types Used of Packaging Market Characteristics

frozen cardboard - information youth for - entice buyers

patties and plastic given meal or - protection of product
- can see finished snack
product

fresh plastic - see through - observe quality

potatoes with holes - holes for ventilation
- printed info - type, nutrition info,
origin

fresh paper bag

potatoes

frozen children
shapes

potato foil bag black and gold shiny and very colourful
chips colours

Teachers should identify issues relating to transportation of the product

to make it safe when it reaches the processing plant and when it reaches
the consumers. Issues that might be addressed are health issues such as
contamination, damage such as bruising, and shelf life such as the use of
carbon dioxide for ripening. Students should identify products that go
from the origin to the plant and then from the processing plant to the
consumer. Students could investigate all of the factors that make the
product marketable.

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 FOOD QUALITY AND COMMODITIES

Food Quality

Tasks for Instruction and/or Assessment Resources/Notes

Performance

• Bring in examples of an advertisement of a food product. Share with

the class the marketing strategies used.
• Examine different potato products. Design your own chart and
compare the various products. Present your results to the class.
• Perform a lab on the sensory test—particularly taste and
colour—and write a lab evaluation of the results.
• Perform a lab on product triangle test. Write a lab report using
graphs and charts.

Journal

• In your journal, write your reaction to the facts and information

presented by the guest speaker or recorded interview.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 63

FOOD QUALITY AND COMMODITIES

Food Quality (continued)

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Students should investigate the impact of the senses on consumer
desirability of products. Students could do some product testing on
• identify psychological factors
taste and colour of various foods. Videos are available. Students should
used to market and develop
collect and compare sensory data and report this to the class. The
food products
products they may choose might be
• collect and compare sensory
data Colour
• different samples of salmon
• green ketchup versus red ketchup
Taste
• cola test
• puddings—scratch versus prepared
Smell
• apple pies (cinnamon versus nutmeg)
• popcorn (make during bake sale to increase sales of other products)
• fried onions (make during hamburg/hotdog sale to sell more
product)
Sound
• crackers
• pickles
Students should conduct experiments that involve taste panels and
collection of sensory data. Sensory data are collected during the initial
development of the product and, once the product has been marketed,
used for ongoing quality control. While the analysis concepts range
from simple tests to quite difficult ones, a simple triangle test can be
used to determine whether two samples differ from one another (e.g.,
cola test).
Students should report their findings using a variety of formats.
Students could explain their data using statistical sampling and
statistical analysis. Product quality is audited through sampling plans
and measurement. Sampling and control charts, sensory evaluation of
flavour, colour, texture, etc., should be discussed. Students should be
introduced to the concepts of Quality of Conformance (how well a
product conforms to its original design) and Quality of Design (how
well a product is designed to meet the consumers’ wishes).
The importance of HACCP should be discussed in this section. (For
further information on HACCP, teachers should refer to Food Science
by Potter and Hotchkiss). Teachers might invite a representative from
the Canadian Food Inspection Agency (CFIA) to talk about the
importance of quality control. Food scientists from other organizations
such as industry and universities make excellent speakers and resource
people for students and teachers. If they are not available to come in
person, phone interviews and/or videos are a possibility.

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 FOOD QUALITY AND COMMODITIES

Food Quality (continued)

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil Hotchkiss, Joseph H., and
Norman N. Potter, Food Science,
• Choose a food product, design a questionnaire, and survey people Chapman and Hall, 1998.
from various age groupings. ISBN: 083421265X
• List different food products that are available in your area. Choose
one product from your list and brainstorm the steps that they take
to go from field to store and the issues that must be considered to
make this happen efficiently and safely.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 65

FOOD QUALITY AND COMMODITIES

Product Development—Schemes and Stages

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Students have already done frequency charts for statistical analysis in
their math program. Students can use their knowledge of mean, range,
• explain how well a product is
and normal frequency (from grade 10 math) to develop quality control
designed to meet consumer
charts that graph the variation of a measured attribute from a mean
wishes
value of time. This is an excellent opportunity to incorporate statistics
into their collection and interpretation of data for quality control.
Examples of this include such things as using automated
instrumentation systems to monitor carbon dioxide levels in soft drinks
and alcohol and carbohydrates in “light” beer. Infrared analysers and
computers are among the technology used for quality control.
Students should identify, plan, and analyse the development of a
product from concept to consumer. Students should examine research
on a chosen product already on the market. Students should compile
and display evidence and information by hand or computer in a variety
of formats including diagrams, flow charts, tables, and graphs. Students
should analyse and describe examples where technologies were
developed based on scientific understanding. Students should
demonstrate a knowledge of WHMIS standards by selecting and
applying proper techniques. Students should analyse society’s influence
on market value of a product.
Students could discuss a product that has been developed and but is no
longer available. Teachers could brainstorm with students about
products that have been introduced that may or may not still be
available. Such examples might be purple ketchup, yellow tomatoes,
pink milk, seedless watermelon, chocolate covered ants, “Orbit” (drink
with floating particles), and peanut butter and jam swirls in a jar.
Students should identify what people want, what people will buy and
how unpopular commodities that are readily available can be developed
into marketable products.
Students should discuss the creation of new tools and technologies for
product development. For example, for apple processing, industrial
tools may include automated apple washer, peeler, cutter, and corer.
The influence of technology on processing plants allows production to
be totally automated without humans used in the assembly line process.
Students should investigate the impact of technology on quality
control. This investigation may include sampling techniques, statistics,
and procedures. An example might be meat inspection twenty years
ago, ten years ago, and today.

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 FOOD QUALITY AND COMMODITIES

Product Development—Schemes and Stages

Tasks for Instruction and/or Assessment Resources/Notes

Performance

• Complete a WHMIS training course.

Paper and Pencil

• Research and chart statistical analysis of data for quality control of a

particular food product
• Create a mind map of technology that would allow completely
automated production of a food product (for example, an apple
pie).
• Design and produce a pamphlet demonstrating your knowledge of
WHMIS as it relates to food production.
• Design a game that will help students learn the steps used to
produce a new food product. Use various food products.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 67

FOOD QUALITY AND COMMODITIES

Product Development—Schemes and Stages (continued)

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Students should investigate and explain WHMIS rules in relation to
the workplace for food development. Students could design posters
• explain how well a product is
and/or pamphlets that include diagrams to explain these rules. Students
designed to meet consumer
might choose to complete their WHMIS training.
wishes
In recent years, companies have been using product development
systems. There are several processes for this. A leader in this field is a
Cooper, a Canadian, who has developed a system (“Winning at New
Products”) which first generates product development ideas, screens
them, and then develops “winners.” If teachers find other recognized
product development stages, these can be incorporated into this
module.
Students should explore all the stages involved in product development
from concept generation through production to evaluation and
promotion. In general, these steps could include the following:
• Identify needs and wants of target market.
• Develop product idea.
• Examine related research on the product.
• Examine related research on the market.
• Project costs of production and end product.
• Develop prototype for sampling and evaluation.
• Determine viability of prototype and make decision whether or not
to proceed.
• Develop quality control procedures and confirm exact recipe.
• Revise prototype and market plan.
• Promote product (product market introduction and feedback).

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 FOOD QUALITY AND COMMODITIES

Product Development—Schemes and Stages (continued)

Tasks for Instruction and/or Assessment Resources/Notes

Presentation

• Present group results of a discussion on critical analysis of a food

product that is no longer available in the stores and why it has been
taken off the market.
• Debate the effect that technology has had on quality control of
automated food production.
• Present research on the history of a particular product produced in a
processing plant (such as a meat processing plant or vegetable
processing plant).

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 69

Food Packaging
FOOD PACKAGING

Food Packaging and Food Labels

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Packaging serves many purposes. It is required to protect the food from
damage as well as from contamination. Labels are used to deliver
• explain the functions and
information to the consumer such as nutritional information and use
considerations for food
instructions. Different types of packaging include metal cans, glass jars,
packaging
and plastic pouches or containers.
Students should identify the functions of packaging. These include
protection, containment, communication, sanitation, pilferage
protection (tamper evidence), and convenience (for example, single
serving). Students should examine different packaging materials such as
metal, paper, glass, paperboard, cellophane, foils, plastic, and
composites (plastic plus paper, plastics, metal plus paper). Students
could discuss the properties of metal cans. These properties might be
identified as strong; easy to make; inexpensive; lightweight; easy to
open; impermeable to microorganisms, light, air, or water; and non-
toxic. Students could determine the pros and cons of the properties of
aluminum. These include its resistance to corrosion, its ability to be
recycled, and the fact that it is more ductile than steel. Other things to
address include that it is less strong than metal plate, it cannot be
soldered, it bleaches some products, and its cost effectiveness. Students
could discuss the properties of glass and their implications for use in
industry. These properties might include transparency that enables the
product to be seen, higher costs that may limit its use to high-quality
products, higher processing costs, returnable containers that may create
problems with sanitation, and replacement of plastic containers.
Students should discuss the requirements and functions of package
design. These should include marketing, technical research,
manufacturing and engineering, and purchasing. Students should
identify considerations of packages such as product characteristics (size,
shape, composition, hazards), processing and handling needs
(temperature, processing, tamper evidence), retailing needs (size, shape,
display, price, UPC, durable date), and consumer needs
(disposable/reusable, convenience, sales appeal).
• identify and explain the Students should investigate what is required on a label for food
information required for products according to Canadian standards. Students could make an
labels on food products made information sheet for a target audience explaining what is included in
in Canada the label and its importance for the consumer. Students might make a
brochure for specific age levels such as grades primary to three, four to
six, seven to nine, teens, adults, special interests/needs groups, and
seniors.

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 FOOD PACKAGING

Food Packaging and Food Labels

Tasks for Instruction and/or Assessment Resources/Notes

Informal/Formal Observation

• Assess student contribution to a discussion regarding packaging.

Performance

• In pairs, students select and analyse sample product packages and

respond to the following:
– Describe the package.
– What material makes up the package?
– What are the advantages and disadvantages of the package?
– How do you think the package is produced?
– Suggest an alternative or improvement for the package.
• Perform a comparison of orange juice experiment.
• Have “research teams” with one materials rep, one food safety
consultant, one production engineer, one food scientist in product
development to discuss and develop a particular product (have
students all choose the same food product, e.g., cheesecake) and
design and produce prototypes of own particular group design.

Paper and Pencil

• Students brainstorm different considerations in packaging.

• Students list examples of food packaging.
• Carousel brainstorm of advantages and disadvantages of different
types of food packing.
• Self-evaluation of product designed by “research and development
team.”
• Evaluation of each other’s product (using a pre-assigned rubric).

Presentation

• Present results from Paper and Pencil activities.

• Each “research and development team” presents its prototype and
product including product design, packaging, nutritional value, and
target group.
• Design and present an advertisement, jingle, song, or poem of a
product.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 73

FOOD PACKAGING

New Food Product

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to The final project focusses on student development of a food product.
Groups of students will design and produce an original food product. This
• design, develop, make, and
project uses all of the student skills from designing and implementing a
present a food product
product. As well as their food science knowledge, students might use their
identifying and anticipating
skills from other subject areas including design, communication,
major variables that may
presentation, and WHMIS to complete their food product. Students
impact on the final quality of
should carry out procedures controlling the major variables and adapting
the product
or extending procedures where required. Students should select and use
appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate ideas, plans, and results in a science log.
Students should work co-operatively with team members to develop and
carry out a plan, and troubleshoot problems as they arise. Students should
illustrate how technology might facilitate product development, potential
viability, and production. Students should assess the importance of peer
review in the development of a new food product.
Students could develop products that may be marketable or sold as a result
of this project. Teachers should model this project. As the students
complete parts of their project, teachers should do the same with their
project. Time lines may be used in order to help everyone see the deadlines
involved in product development. This is project-based science that is
integral to development of all science projects whether these are a study, an
experiment, an innovation, or a combination of all three.
Teachers should choose groups for this project. There must be a great deal
of discussion in the group during the process of this project. Students
should identify every aspect of design, developments, and production,
availability of materials (food) in this area, and cost to produce. Students
should design a product with a particular target group in mind and be able
to explain the process of their development and defend their product and
packaging.
Each group is to develop an original food product—one that is not on the
shelves of the grocery stores or on TV ads yet. It must be made from
original ingredients. It is recommended that they try the recipe at home
before the final product is made at school. As students strive for perfection
of their product, practice will improve the quality and appearance.
Teachers might provide ingredients for the final product (unless an
unusual or particularly expensive ingredient is required and members of
the group will be expected to supply that specific food component).
Teachers and students should recognize that stabilizers and special
chemicals may not be available for use.

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 FOOD PACKAGING

New Food Product

Tasks for Instruction and/or Assessment Resources/Notes

Journal See Secondary Science: A Teaching
Resource
• At the conclusion of your project, write a summary about your
process.
• Give yourself a mark out of 25 for the work that you did on this
project and explain why you think that you deserve this mark. Each
journal is to be handed in on the due date.

Paper and Pencil

• Do a formally written submission that accompanies the food

product. The written work must be secured in a duotang folder that
has the name of every person in the group and the name of the food
product on the front of the folder. The following items should be
included for consideration of full marks:
– a colourful title page that advertises the product and includes a
picture and slogan
– table of contents
– introduction: explanation of why the group chose this food
product, who the target market is for the food product, what
media will advertise the product, and where the product will be
sold
– product defence: review of the process that led to development of
your particular product. Questions to address include “What
other foods were considered?” “Explain why you chose this one.”
“What particular ingredients were used and what were the
reasons these were chosen?” “What is the shape of the product?”
“Is decorating a factor? Explain.” “What environmental concerns
were considered?” “What nutritional concerns are needed?”
“What ingredients are used and where were they purchased (were
some local products)?”
– packaging defence: What were the packages considered? Give
reasons for choosing this package. How does the package store
the product? What is the shelf life of the product? Explain why
this shelf life has been recommended. What environmental
concerns/issues have been considered? Have you thought of the
disposal of the packaging?
– reflection: This might include what worked well, what you
would change, what you learned, and what recommendations
you would make if other groups were to do this assignment.
– a “group” mark with evidence to support the evaluation

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FOOD PACKAGING

New Food Product (continued)

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Students should design and produce an appropriate packaging,
complete with picture of the finished product, storage
• design, develop, make, and
recommendations, ingredient label, nutrition label, best before date,
present a food product
method of preparation, recommended price, and striped code. The
identifying and anticipating
cover should be professional and also original. It should include any
major variables which may
additional information that will help the consumer. Students should
impact on the final quality of
use original materials for packaging.
the product
Students should provide a specific recipe with the food product by
the time the prototype is produced. The recipe ingredients should be
measured in exact quantities.
Students should decide on their advertising promotion. This could
be a full-sized Bristol board poster with advertising and a slogan to
promote the product. This should be as professional as possible.
Other display formats should be considered.
Students must check the Internet for any relevant information about
food-agricultural, health ad safety issues, transportation, etc., of their
product.
Students should keep a journal or science log of their project process.
This is essential to the project’s duplication.
Each time a group meets to discuss or work on the project, a science
log entry must be made by each person in the group. Students are to
document the progress that the group made during each
meeting—what was discussed, what was decided, the reasons for the
decision, ideas presented and who presented them, how decisions
were reached. This must be an individual, detailed entry every time
the group met, and also whenever work was done on the project. At
the end of each journal entry, thoughts, concerns, and perceived/real
successes that are being experienced at that time should be
documented. The journal could be kept in a small, bound book and
must be individual.

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 FOOD PACKAGING

New Food Product (continued)

Tasks for Instruction and/or Assessment Resources/Notes

Presentation

• Your group will do a presentation to the class. Imagine the class was
to be a company that could be purchasing your idea to produce.
You have to do a formal, thorough, presentation that will persuade
the CEOs of the interested company to purchase your product
instead of the other products. Be prepared for questions from the
audience.
• Display your project.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 77

Appendices
 APPENDICES

Appendix A: Activities
Enzyme Coagulation of Protein
Question What effect does an enzyme have on protein bonds?

Safety • The product should not be consumed since the buret test
requires inedible chemicals.
• Wear gloves when handling the reagents needed for the buret
test.

Information • Make a 10% sodium hydroxide (NaOH) solution (10 g NaOH

dissolved in 100 mL water).
• Prepare a 5% copper (II) sulphate solution (5 g anhydrous
cupric sulphate CuSO4 dissolved in 100 mL water). This
solution will be blue in colour.
• Foods with no peptide bonds (potato, for example) will test
with a blue colour. This is a negative response.
• Foods with three or more amino acids (casein, for example) will
test with a purple-violet colour. This is a positive response.

To Test:

• Place a pea-sized sample of curd on a Petri dish.

• Place 1 mL of NaOH solution on each curd.
• Add 5 drops of copper sulphate to each curd.
• Record your observations as positive or negative for the presence
of protein.

Materials • rennin (called rennet tablets in the grocery store)

• Petri dishes
• pasteurized animal milk—cow or goat
• eye droppers
• cheese cloth
• elastics or string
• stir rod or wooden stir sticks
• 250 ml beaker
• graduated cylinder
• hot plate
• thermometer

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APPENDICES

• heatproof gloves and pad

• soy milk
• rice milk
• aluminum foil

Procedure • Find and record the mass of a beaker.

• Add 125 mL milk to the beaker. Find and record the mass of
the beaker + milk.
• Crush the rennet tablet between two pieces of aluminum foil.
• Heat milk to 43o C. Remove from heat.
• Add the crushed rennet tablet to the hot milk and stir for 2
minutes. Allow milk to sit 5 minutes. The casein will have
precipitated to the bottom of the beaker in curds.
• Cut two layers of cheesecloth to cover the top of the beaker.
Fasten with elastic or string.
• Gather the casein in the beaker into a ball in the cheese cloth.
Squeeze whey from curds until dry.
• Find and record the mass of the precipitate (not the
cheesecloth).
• Test the precipitate using the buret test. Record your
observations.
• Repeat procedure with soy milk and/or rice milk.
• Test variables: higher and/or lower temperatures

Analysis • Compare the mass of the curds from the different types of milk.
What information do your data give you about the protein
content of the different milks?
• Which milks produced a precipitate? Which did not? Why?
• Compare the mass of the curds produced using this method
with that of acidic coagulation. What can you comment on
about the comparison?
• What did the buret test tell you about the presence of protein in
the milks you tested?

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 APPENDICES

Lipid Extraction
Questions • Is the fat in some snack foods saturated or unsaturated?
• What percentage of some snack foods is fat?

Safety The foods used in this experiment are NOT to be consumed. The
extraction materials used are poisonous if ingested. A fume hood
should be used to safely contain the fumes from the acetone or
alcohol.

Teacher Information Mineral spirits or denatured alcohol can be substituted for acetone.
Nail polish remover or rubbing alcohol have too much water
included to properly extract the lipid.

Materials • semi-sweet chocolate chips

• sunflower seeds
• potato chips
• balance
• microwave
• paper towel
• acetone
• foil
• hammer
• Petri dishes (100 mm)
• latex gloves
• graduated cylinder
• safety goggles
• beakers (100 ml/600 ml)

Procedure Part I: Basic procedure for invisible fats in foods

• Measure 2 g of chocolate chips and place on a paper towel.

• Microwave on high for 40 seconds.
• Fold the paper towel over the chocolate and gently press flat
with your fingers.
• Allow to sit 5 minutes. Record your observations.
• Label the sample and carefully set aside to observe again next
day.

Part II: Basic procedure for quantitative measurement of invisible

fats in foods

• Label beakers—one for chocolate chips, one for potato chips,

one for sunflower seeds. Record the mass of each beaker.
• Measure out 5 g chocolate chips. Using the hammer, crush
them between two layers of aluminum foil.
• Add crushed chocolate chips to a beaker. Record the mass of
beaker + chocolate chips.

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 83

APPENDICES

• In a fume hood or a well ventilated area, add 10 mL acetone to

the crushed chocolate in the beaker. Swirl one minute.
• Carefully decant the acetone into a Petri dish. Make sure all
chocolate remains in the beaker.
• Add 10 mL more to the chocolate, swirl for a minute, decant
again into the same petri dish.
• Place the beaker with the chocolate and the petri dish in a fume
hood overnight to dry.
• Record your observations for the Petri dish the next day.
• Record the mass of the beaker and chocolate the next day.

Extensions Using the basic procedures above try variables such as

• baked versus fried snack foods

• brands of chips, crackers
• nuts, such as peanuts or sunflower seeds
• different types of popcorn
• snack bars
• comparing regular cookie to “fat free” or “low fat” cookie

Analysis • In Part I, how can you tell that the dark wet spot on the paper
towel is fat and not water?
• Why did some snacks need to be gently pressed or crushed
before heating?
• Is the fat you see naturally occurring in the product or has it
been added during processing?
• What was the purpose of the acetone (or alcohol) in Part II?
• What did you discover about invisible fats in some of your
snack foods? What does the nutrition label tell you about this
fat? Does the product make any dietary claims that are not born
out by your analysis?
• In the Petri dishes, you found fat the next day. Which snacks
had saturated fats? How can you tell? Which snacks had
unsaturated fats? How can you tell?
• Rank your snacks from lower percentage of fat to highest.
Compare your results with the nutritional information on the
snack labels. Did your ranking agree or disagree with the
product labels? Explain your results.

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 APPENDICES

Making Root Beer

Questions • What factors affect the production of traditional root beer?
• How does traditional root beer flavour and sweetness compare
with commercially made root beer?

Safety Plastic drink bottles are safer to use than the traditional glass
bottles in case of explosion. Yeast carbonated root beer contains
some alcohol. 100 bottles of root beer is the equivalent of one
brewed beer.
Fill bottles to 2.5–5 cm from top of bottle. Bottles with too little
head space do not allow for the expansion of gas; bottles with too
much head space allow gas to escape from the liquid.
Use plastic that is categorized as food safe. Chemical residues can
cling to plastics.

Materials • 4 L food safe plastic container

• 1 pkg. brewing yeast (not bread yeast)
• 15–30 mL root beer flavouring extract
• sugar
• 6–8 (2L) soft drink bottles with caps or 12–16 (1L) bottles
• 5% bleach rinse
• food safe glass stir rods
• balance
• permanent marker

Procedure • To make a 5% bleach rinse, add 5 mL of chlorine bleach to

95 mL water.
• Use the bleach rinse to carefully clean the bottles and caps and
plastic mixing container. Rinse several times with clean, warm
water.
• In a clean beaker, dissolve 0.12 g brewing yeast in 250 mL
warm (37oC) water. Let stand at least 5 minutes.
• With the permanent marker, mark on the outside of the large
mixing container where 4L of liquid would be.
• In the mixing container, combine 15 mL root beer extract, 45 g
sugar and approximately 500 mL warm water.
• Add the proofed yeast mixture. Mix thoroughly.
• Add enough warm water to bring liquid level up to the 4 L
mark you made. Mix thoroughly.
• Fill bottles with the root beer mixture to within 2.5–5 cm from
the top.
• Cap tightly and lay bottles on their sides to check for leaks.
Reseal any that leak.
• Store bottles on their sides in a cardboard box 3–4 days at room
temperature. The cardboard box will contain any spills from
exploding bottles.

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APPENDICES

• After 3–4 days, move bottles to a cool (15–18oC) dark place.

Total aging takes 1–2 weeks for improved flavour.
• Refrigerate bottles before opening them.
• Taste products initially, after 5 days, at end of fermentation (10
days), at 2 weeks.

Use a blind taste panel test and a rating scale of 1 = more, 2 =

same, 3 = less to compare the experimental samples with a
commercial brand for root beer flavour intensity, sweetness, and
degree of carbonation.

Variables to experiment with

• amount of sugar
• amount of extract
• temperatures (higher and/or lower) of fermentation
• amount of yeast
• type of yeast
• type of sweetener used
• temperature (hotter/colder) of the water used in the mixing of
the yeast

Analysis • Does the type of yeast affect the quality of the root beer?
• What effect does the temperature of water have on the
fermentation product?
• What is the purpose of the sugar in this process? What effect
did varying the amount and/or type of sweetener have in this
process? Would a sugar substitute work in this process? Why or
why not?
• Could sugar be eliminated altogether in this process? Why or
why not?
• Where did the CO2 come from?
• Describe the natural carbonation process.

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 Appendix B: Project-Based Learning Checklist
Background Laboratory Work Scientific Cooperative Relating Concepts Experimental Research
Research (if applicable) Observation Groups (if applicable)

used a variety of created a storyboard as was able to actively connected concepts with found something to observe
pertinent resources an organizer and/or a communicate my participated with other unit areas we have and clearly described my question
summary for a lab project observations clearly other group members studied in class
correctly cited all and concisely gathered information that
sources used wore safety glasses showed respect and showed an ability to connect helped me understand what I
throughout the duration observations were support for fellow these concepts with larger am investigating
collected enough of the lab during all of appropriate in number team members ethical issues
information to the required times chose a title for the project
understand the main careful observation contributed both connected these concepts that allows others to know
idea of the project cleaned all of the allowed me to discover time and effort with other issues of what it is about
glassware when was something I did not importance to our society or
used information through with it know before listened to my community explained why I chose the
from electronic sources partner’s ideas topic that did and what I
cleared up any mess described in detail the connected these concepts needed to do to answer

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003

used information created during the lab object(s) I was listened to my with my previous knowledge my question
from scientific journals instructed to observe group’s ideas in the area
answered all lab stated what kinds of variables
used information questions to the best of able to separate my provided ideas that My new knowledge allowed could effect my results
from textbooks in class my understanding opinion from fact in contributed to me to ask a higher-level
what I observed success of the project question than I previously formulated a hypothesis and
found recent wore appropriate shoes could have. worded it so it could be tested
materials so my for the lab drew all items as Without my help,
information is up- accurately as I could we could not have showed how this scientific designed an experiment to try
to-date reported any accidents completed this project. lesson related to social issues to answer my question(s)
to my teacher, no matter labelled all items outside of science
used only reliable how minor I thought held both myself used appropriate equipment
resources they were described as many and other group showed how the historical and techniques to perform my
physical properties as I members context of this area relates to experiment
used resources that returned all lab materials could find accountable for our present understanding of it
had data to support and equipment after use high quality work performed the experiment and
the claims to where they belonged described how technological recorded the results
advances have changed our
understanding of this topic summarized the results and
then drew conclusions
APPENDICES

87
 APPENDICES

Appendix C: Examples of Instructional

Strategies and Approaches
Teachers recognize that an effective learning environment is one in
which students interact with each other co–operatively, construct
meaning, and confirm understanding through conversation. Such a
learning environment is dynamic. It is one in which teachers guide
students in searching for meaning, acknowledging and valuing
uncertainty, and assuming a large measure of responsibility for
their own learning. Particular strategies and approaches have been
developed that foster such a climate. Brief descriptions of a number
of these follow.

Group Discussion Group discussion allows for students to formulate and strengthen
ideas. Discourse is encouraged during class discussion as this is how
students put concepts together. Students need to be encouraged to
listen to others’ ideas, value others’ opinions and recognize the
need for people to disagree at times. These are part of the attitude
outcomes for science. By articulating ideas and opinions based on
concepts learned in a unit, students strengthen their own learning
and come to value that while facts remain somewhat concrete and
constant, opinions and ideas are different among people for a
variety of personal and cultural reasons.

Turn to Your Partner This strategy is used frequently in interactive classrooms. As a

concept or idea is presented to the class, students are asked to turn
and ... (TTYPA) to a partner and talk about it. Students explore personal
connections to the topic under discussion. By articulating ideas to
each other, students enhance their learning. These short
interactions are followed by a transition to a small-group or full-
group discussion.

Think, Pair, and Share In the think/pair/share design of co-operative interaction, a

teacher’s question is deliberately followed by 3 to 10 seconds of
silence, called “wait time” by its original researcher, Mary Budd
Rowe. After giving students sufficient wait time to think through a
question and make some personal connections, the teacher asks the
members of the pairs to share their thinking with each other. As
students share their ideas, each partner can benefit from the other’s
perspective. Partners examine their statements, searching for
examples and clarifying their thinking. The teacher may ask the
partners to synthesize their ideas into one.

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APPENDICES

Triads: In this strategy, partner work is complemented by a third role, that

of an observer. While partners engage in the learning task, the
Observer Feedback observer outside the interaction records observable behaviours and
later provides feedback to the pair.

Triads: Students work in triads. Each group member assumes, in turn, one
of three different roles: interviewer, interviewee, or recorder.
Three–Step Interview Usually, the teacher provides a number of open-ended interview
questions and a form for recording responses. Though the initial
questions are pre-established, interviewers are encouraged to use
their own questions to prompt and probe.

Triads: In this activity, students have the opportunity to develop a

collective knowledge base and respond to one another’s ideas and
Carousel Activity opinions. Open-ended questions are written on pieces of chart
paper. The questions are placed in accessible locations around the
classroom, and student triads move in rotation to these sites. They
record their knowledge and/or viewpoints and respond to the ideas
of prior groups. Triads may prepare for this activity in a variety of
ways (e.g., by reading related material or watching a video).
Through full-class critical dialogue, students review their ideas and
opinions.

Co–operative Learning Co-operative learning occurs when students work together in

groups of three to five to accomplish shared goals. The co-operative
in Groups groups work on a particular task. Participants work over a period
of days or weeks on a shared assignment. The co-operative “base
group,” heterogeneous in nature, may be in place for a long term,
possibly the duration of the course. Its members help, encourage,
and support one another over the long term. Formal co-operative
learning groups may work together for several weeks to complete
specific tasks and assignments. Informal co-operative learning
groups are temporary, ad hoc groups that work together for a few
minutes or a single class period to process information through, for
example, three-to five-minute focussed discussions or two- to three-
minute turn-to-your-partner discussions. Key elements for co-
operative groups include positive independence, individual
accountability, group processing, social skills, and face-to-face
interactions. Assigned roles may include timekeeper and recorder.

Jigsaw Activity This activity involves students in learning and teaching. In essence,
individual students become familiar with a portion of an assigned
task and “teach” the selected material or skill to a small group of
their peers. Two types of groupings are involved: base and expert.
Each member of the base group selects or is assigned a different
portion of the task (e.g., one aspect of curriculum content).
Students with the same materials meet as an expert group, review
their task, and decide what to teach and how to teach it. Students
then return to their base groups and provide a series of mini-lessons
as each student shares his/her information and knowledge.

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 APPENDICES

To perform the jigsaw effectively, students need explicit

instructions on how to select and share information.

Red Tag Technique This technique is designed to encourage some level of participation
from all students and to ensure that individual students do not
monopolize group discussions. Each member of the group is given
four red tags (the teacher may vary this number). Each time a
member makes a contribution, he/she must discard one tag. The
group cannot finish the discussions until all the participants have
used up their red tags. A student asking a question for clarification
does not have to discard a tag. Teachers may wish to have students
practise this technique on a topic that generates vigorous discussion
such as “gender issues in the food production sector.”

Community Circle A circle provides a supportive setting for sharing ideas. In the
circle, one person is the speaker. All other group members should
listen carefully and respectfully to the speaker. When finished, the
speaker turns to the student beside him/her and that student
becomes the speaker. This procedure is followed until all students
have had an opportunity to speak. Students may pass if they do not
wish to speak at that time. This activity is effective in allowing
students to share their feelings and ideas. Initially, the teacher may
have to take an active role to ensure that individual students in the
circle speak in turn and that other students listen carefully. Often a
decorated talking stick or South American rain stick is helpful in
focussing both speakers and listeners.

Oral Presentation Oral presentations are a means by which students communicate

ideas, concepts, stories, and research findings to their peers. Oral
presentations are important in this course as they allow students to
practise and enhance communication skills. Students need to
understand the importance of body language (showing confidence
and making eye contact with the audience), voice and projection
(clear and strong voice), and organization (use of interesting
visuals, involving the audience by inviting and answering
questions, and keeping within the time frame) in conducting a
successful presentation. This process is easier for some students
than others, and sensitivity, especially to cultural differences, is
required in modelling and coaching.

Debate A debate is a formal discussion that begins with a statement of one

point of view on a particular issue. Participation in debates allows
students to explore different points of view and to respond
critically to a range of issues. The three standard forms of formal
debate are

• Cross examination—modelled after courtroom procedures; in

addition to presenting various points, debaters question or
cross-examine their opponents

FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003 91

APPENDICES

• Academic—the most basic form where two teams of two or

three members each debate the resolution point by point;
emphasis is placed on the debating skills of each team
• Parliamentary—modelled after parliamentary procedure; after
the prime minister and the leader of the opposition have
spoken, members of the government and the loyal opposition
take turns debating various points of the bill before the House

Choose an interesting, two-sided topic that is relevant to the

interests and abilities of the students.

Field Study Field studies provide the opportunity for students to gain a first-
hand impression of science in the world. The local community
often provides an excellent forum for students to investigate a range
of experiences. Field studies can be teacher-directed, student-
directed, or expert-led experiences.
Examples of field studies are
• a walking tour of a local area
• a field trip to a museum, attraction, celebration, or nature site
• a travel experience that focusses on a particular environmental
experience such as a alternative energy sites, sensitive ecological
areas, or an endangered species site
• a project that includes data gathering, observation, and analysis
such as the interviewing of industry professionals

Case Studies Case studies are written narrative scenarios that typically relay a
particular problem or dilemma centred around a set of issues or
concerns. Case studies are useful in the study of science as they
allow students to consider situations that they would not normally
encounter in class, and they provide a forum for students to
practise the skills and knowledge they have gained through
classroom instruction. Students can work individually, in small
groups, or as a class to analyse, interpret, and respond to the
material. Students should be encouraged to use and expand on
their knowledge base and skills as they formulate their responses.

Interviewing The process of preparing and participating in an interview provides

a range of learning opportunities and experiences for students to
apply and develop their reading, writing, speaking, listening, and
critical-thinking skills. Interviews help students gain a better
understanding of concepts developed in the classroom setting as
well as helping them to build important links among themselves,
their community, and their school. Planning for an interview is
crucial for its success and usefulness. Students should research their
topic in advance and prepare a list of questions to review with their
teacher before the interview. Decisions on the date, time, place,
and method of recording should be confirmed well in advance of
the interview. A well prepared and confident student will gain from

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 APPENDICES

most interviews a wealth of information and an important

connection to his/her community.

Journal Writing The use of personal or interactive journals provides an effective

means by which students may reflect upon most classroom
proceedings and activities. Reflective journals assist students in
articulating what they have learned, how they have learned it, and
what they want to learn next. The form and content of journals can
be tailored to suit the particular activity and the needs of the
individual student. It is important that the journal be an interactive
means by which teachers can respond to students’ questions,
concerns, and ideas.

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 APPENDICES

Appendix D: The Research Process

Research The research process involves many different skills and strategies
grouped within phases or stages. The process is cumulative in nature,
each stage laying the groundwork for the next. The phases or stages are
commonly identified as

• planning (or pre–research)

• accessing and gathering information (or information retrieval)
• evaluating and interacting with information
• organizing information
• creating new information
• preparing, sharing, and presenting information
• evaluating the research process

Students’ use of the information process is not linear or purely

sequential. A new piece of information, artifact, or conversation with a
resource person may lead a student to revise a question under
consideration, determine a perspective or point of view from which to
examine critically the information available, or develop an alternative
plan.

Planning During the introductory stage of the research process, students usually

• identify the topic or question—decide on a general area of interest

that warrants further investigation, then clarify or narrow the area
of focus to make it manageable
• formulate broad and specific questions to guide their research
• identify a variety of potential sources of information
• decide what strategies they will use to record information and keep
track of the materials they used

Accessing and Students access appropriate resources (print, non–print, information

technology, human, community). The actual resource is located, and
Gathering the information is found within the resource.
Information Students will need to learn and apply several important skills

• search (with direction) a card catalogue, electronic catalogue, the

World Wide Web to identify potential information resources such
as books, journals, newspapers, videos, audios, data bases, or other
media
• locate resources (e.g., community, text, magazines, artifacts from
home, World Wide Web sites) and determine appropriate ways of
gaining access to them
• select appropriate resources in a range of media

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APPENDICES

• use organizational tools and features within a resource (e.g., table

of contents, index, glossary, captions, menu prompts, knowledge
tree for searching electronically, VCR counter to identify video
clips for specific relevance)
• skim, scan, view, and listen to information to determine the point
of view or perspective from which the content is organized/told
• determine whether the content is relevant to the research question
• determine whether the information can be effectively shaped and
communicated in the medium the student will use to complete the
project

Teachers should help students realize that fewer appropriate resources

are better than a multitude of inappropriate resources.

Interacting Students continue critical evaluation of the information they find to

determine if it will be useful in answering their questions. Students
with Information apply reading, viewing, listening, and critical thinking skills:

• question, skim, read (QSR)

• use text features such as key words, bold headings, and captions
• use navigation features or software
• use pause points or topic shift points in video
• read and interpret charts, graphs, maps, and pictures
• listen for relevant information
• scan videos, bookmark and highlight Web sites
• compare and evaluate content from multiple sources and mediums
• determine accuracy, relevance, and completeness of information

Teachers should help students develop a range of strategies for

recording the information they need to explore their topic and answer
their guiding questions. Simple point–form notes (facts, key words,
phrases) should be written or recorded symbolically (pictures,
numerical data) in an appropriate format, such as a concept map, Web
site, matrix sheet, chart, computer database, or spreadsheet.

Teachers may also need to assist students in citing sources of

information accurately and obtaining appropriate copyright clearances
for images, data, sounds, and text they intend to reference or include
in their work.

See also: Secondary Science: A Teaching Resource.

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 APPENDICES

Organizing Students may use a variety of strategies to organize the information

they have collected while exploring their topics and answering their
Information guiding questions:

• numbering
• sequencing
• colouring, highlighting notes according to questions or categories
• establishing directories of files
• creating a Web page of annotated links to relevant Internet sources
• archiving e–mail collaborations using subject lines and
correspondents’ names
• creating a data base of images and sound files using software

Students should review their information with regard to their guiding

questions and the stated requirements of the activity to determine
whether they need additional information or further clarification
before creating their products, planning their performance or
presentation, or exhibiting their work. They may need to reframe the
research in light of information and sources gathered.

Sharing Information Students review and reflect on the information they have collected,
connecting new ideas with their prior knowledge and evaluating new
information that may not fit with their previous understandings. As
they integrate new information into their current knowledge, students
develop new understandings and draw conclusions. Teachers may
need to assist students in deciding how best to convey the results of
their research process to the intended audience.
Students should have many opportunities to share with a variety of
audiences what they have learned, discovered, and created and to
examine carefully the responses of those audiences to their work.

Evaluating the Students should reflect on the skills and learning strategies they are
using throughout activities and examine and discuss their learning
Research Process processes.
Teachers and library professionals can help students with evaluation
by

• providing time and encouragement for reflection and

metacognition to occur (e.g., What did we/you learn about
gathering information?)
• creating a climate of trust for self–assessment and peer assessment
of process, creation, or performance (Students tend to be realistic
and have high expectations for their own work.)
• asking questions, making observations, and guiding discussions
throughout the process
• conferencing
• monitoring and providing feedback on student progress
(e.g., demonstrated ability to organize notes)

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APPENDICES

Media Analysis The development of media analysis skills is a component of Food

Science 12. Media studies can be integrated into the curriculum as a
source of current information, as a means to stimulate student interest
and discussion, and as a vehicle to present real-world issues and
situations to students.
It is important for students to be able to evaluate media critically.
Students should be able to distinguish fact from opinion and
propaganda from responsible, objective reporting. Analysis of media
products requires students to consider the following:

• the purpose and qualification of the author(s)

• the type of source and how that source is monitored (e.g., an
established newspaper as opposed to an article appearing in an
interest group’s site on the Internet)
• the type of audience that the information is directed to
• the reasons a particular target audience was chosen
• the ways the author(s) chose to reach that audience
• identification of inaccuracies, contradictions, or illogical reasoning
• the presentation of opinions
• evidence of bias in the work
• the source(s) of and interpretation of information by the author
• the presentation of unsupported ideas and/or conclusions

When analysing advertising students should focus their attention on

the use of unsupported conclusions, testimonials by unknown or
unqualified people, and the use of unsubstantiated events or quotes to
draw conclusions.

Evaluation of The evaluation process for a media assignment in Food Science 12 will
depend on the nature of the assignment and the criteria established by
Media Analysis both the teacher and students. Criteria might include the following:

• the inclusion of appropriate topic–related materials

• the use of a variety of relevant sources
• sources properly identified
• appropriate topic concepts identified
• topic aspects of material identified
• purpose(s) of material properly identified
• target audience identified
• point of view identified
• open, unbiased approach to analysis

98 FOOD SCIENCE 12, IMPLEMENTATION DRAFT: AUGUST 2003