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- Grade Range
- 9th - 12th
- Rating
Students examine and identify factors involved in people's perceptions of risk. They read and discuss an article, identify the pros and cons of genetically modified foods, and defend a position on whether genetically modified foods should be labeled in the United States. Full Review »
- Grade Range
- 4th - 5th
- Rating
Students examine an industrial disaster in India which affected the food for generations to come. In groups, they research the history of pesticides and place them into groups based on the type of pests they control. They partcipate in a game in which they determine what might happen to different foods when pesticides are placed on them. Full Review »
- Grade Range
- 9th - 12th
- Rating
Students interpret the food and nutrition on food labels. They determine their nutrient needs and how comprehending food labels can help them to meet those needs. Pupils recall that food labels provide nutrition information to help consumers choose foods to meet their nutrient needs. Full Review »
- Grade Range
- 9th - 12th
- Rating
Students use a Department of Health Inspection Form to evaluate a kitchen/food prepartion facility as individuals or teams. They research prevention of food born illness during food storage and food preparation including Hazard Analysis and Critical Control Point System concepts. Full Review »
- Grade Range
- 2nd - 6th
- Rating
Students explore the interdependency of tropical forests. They explore the importance of conserving biodiversity and tropical food chains. Students create a tropical forest food chain and identify species that live in the Caribbean National Forest. Full Review »
- Grade Range
- 6th - 8th
- Rating
Students investigate the concept of food preservation. They use the internet to conduct research, specifically the methods of processing the students' favorite foods. They are introduced to the project using realia like beef jerky and other processed foods. Full Review »
- Grade Range
- 5th - 6th
- Rating
Students identify the foods associated with the "Days of the Dead Celebration." They compare and contrast these foods to the foods associated with American celebrations and become familiar with the foods of Mexico and their relationship to the USDA Food Pyramid. Full Review »
- Grade Range
- 2nd
- Rating
Students discuss their current knowledge of the Food Pyramid and listen to a read aloud of "The Edible Pyramid: Good Eating Every Day." They complete a food pyramid which the teacher has drawn on the board by adding food in the proper place. They discuss and identify food that belongs to the dairy group. Full Review »
- Grade Range
- 5th - 6th
- Rating
Students develop an understanding of the Food Guide Pyramid by creating sample meals and examining whether there is a relationship between how foods are grown and where they fall in the Food Guide Pyramid. They also complete a scavenger hunt to examine grocery ads to studey fiber production. Full Review »
- Grade Range
- 3rd - 4th
- Rating
Students develop a working vocabulary of food by categorizing foods by their sources or origins. Working in groups, they determine at least four ways in which food is grown or produced. Groups create a poster by diving selected food items into the categories they have created. Posters are presented to the class. Full Review »
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