Sustainability

Meal Preparation and Food Sustainability in the FCS Classroom: Plan, Prep and Waste Not

Illinois CTE Endorsement Area:

Human and Public Services

Teacher and Student Editions

Original Lesson Developers: Susie Elkins and Shawn Hoeft

ILCTE Leader, Linda Walker

Converted to Format by Karen Aldworth Current Phase of Lesson: Phase 3 of 5

April, 2020

Lesson Overview: Sustainability is a multifaceted issue, in which the food production system and our diets play a crucial role. Achieving a healthy and sustainable food future is an urgent matter that depends on global collaborative efforts (Harvard University School of Public Health) . In this lesson, students will be learning about sustainability of food through hands-on activities. These activities will include preparing a meal while also considering uses for leftovers and utilizing food storage and preparation in order to diminish the cost and environmental impact of food waste.

Classes or Discipline: •

All Culinary/Foods Classes

Intro to FCS

• • •

Independent Living/Adult Living Agriculture Resource Management

Career Cluster: •

Human and Public Services

Illinois CTE Endorsement Area: • Human and Public Services

Grade Level(s): • In a comprehensive FCS program, this topic is appropriate for grades 9-12.

Anticipated Days/Minutes: 5 to 7 class periods of 50 minutes each.

Learning Objectives: At the conclusion of this lesson and activities, students will be able to: 1. Explain, in writing, oral discussion, and through the completion of lab activities, the cost and environmental impacts of food waste and sustainability practices. 2. Formulate meal planning that focuses on sustainable practices (eliminating food waste). 3. Plan and implement proper food storage and preservation methods. 4. Justify, in writing, the importance of reading/following a recipe to eliminate waste of material and time.

5. Demonstrate, through the creation of a planned meal, using food leftovers. 6. List, discuss, and use common food substitutions and equivalents in recipes.

Standards Addressed: • Agriculture, Food and Natural Resources Cluster Food Products and Processing Systems Pathway Knowledge and Skill Statements • Human and Public Services Pathway Knowledge and Skill Statements

• ESS02.06 Develop and deliver formal and informal presentations using appropriate media to engage and inform audiences. • AGPA01.01 Design and implement procedures and plans that demonstrate application of food processing principles to manage quality control in the food product and processing industry. • AGPA01.04 Identify and apply food processing, handling, and storage factors to demonstrate their impact on product quality and safety.

• National Standards for Family and Consumer Sciences Education (Food Production and Services) • 2.1 Demonstrate management of individual and family resources such as food, clothing, shelter, health care, recreation, transportation, time, and human capital • 2.2 Analyze the relationship between the global environment and family and consumer resources. • 8.2 Demonstrate food safety and sanitation procedures. • Illinois Learning Standards (English Language Arts) Common Core Anchor Standards • Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening (p. 51). • Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression (p. 51). Enduring Understandings: • Students will know how to determine the sustainability of food in the development of environmentally appropriate food recipes. • Students will make conscious decisions about purchasing food, cooking with food on hand, and properly storing food to reduce waste. Resources and References: 1. Access to Internet 2. Student access to computer/Internet for evaluation or poster making supplies 3. Teacher Internet access for opening video and/or slideshow 4. Food lab items that include 5-19 perishable foods, shelf stable, and “pantry items” – will vary among classroom scope 5. Video: The Extraordinary Life and Times of Strawberry (:60) 6. Slideshow: Introduction - Minimizing Food Waste 7. Handouts: • Food Storage Chart.pdf • Cost Sheet • Lab Planning Sheet • PSA Poster Planning Guide • Brainstorming Sheet 8. Apps: • Pear Deck (Free version) • Flipgrid | Empower Every Voice (Free version) • Canva.com (Free version) 9. Articles/Websites: • 11 practical ways you can reduce food waste and save money • 20 Easy Ways to Reduce Your Food Waste • Food Waste FAQs • How Much Food Do We Waste? Probably More Than You Think • How to Freeze It: The Right Way to Store Meat, Produce, and More • Food Storage Chart.pdf

Still Tasty

•

• How to Create the Perfect Public Service Announcement • 11 Simple Tips to Creating an Effective Ad

Essential Employability Skills: There are four essential employability skills •

Personal Ethic: integrity, respect, perseverance, positive attitude • Work Ethic: dependability, professionalism • Teamwork: critical thinking, effective and cooperative work • Communication: active listening, clear communication

The focus of this lesson is on perseverance, critical thinking, and effective and cooperative work.

Skill

How it is addressed:

Perseverance

Step 10 of the Explore section requires students to produce a chosen dish in an allotted time that meets specific criteria. Students must persevere through the research and development tasks to meet the criterion. Steps 4 and 6 of the Explore section require analysis of ingredients based on cost and expiration dates. Decisions regarding ingredient cost and expiration must be made. Nearly all tasks assigned in this lesson will be completed in groups. This includes research, brainstorming, and decisions concerning recipes. Also, each group is responsible to prepare a food item in the allotted time.

Critical Thinking

Effective and Cooperative Work

Suggested Differentiation Strategies: • The lab experience(s) may be modified to have available fewer choices from the pantry to meet the needs of diverse learners. • The articles selected for this lesson include varying reading abilities. • Using critical thinking prompts, the lesson may be modified for learners of different abilities. • The lesson is designed to be open-ended to meet the needs of various types of learners. • Evaluation activities can be completed digitally or by a hand drawn creation.

Throughout this lesson, suggested teacher notes and comments are in red.

Pre Assessment: Use a Kahoot as a pre assessment. The Kahoot for this lesson can be accessed by going to https://bit.ly/3eK0oOS.

1. Engage (25 minutes):

1. Watch the following video: “The Extraordinary Life and Times of Strawberry” (60 seconds). The Extraordinary Life and Times of Strawberry (:60) This short video shows the processes necessary to get strawberries from the field to the refrigerator, only to have them discarded. You will probably hear a groan from your students at the end.

2. Discuss these questions at your table: a. What did you learn about how strawberries get to your refrigerator? b. How did you feel about the ending?

The process is quite elaborate and extensive, involving lots of processes. This effort, however, is wasted when the food is discarded. Help you students understand the necessity of reducing waste.

3. Look at the picture below and write 1-2 sentences regarding what is seen in the picture. Your teacher may ask you to share your responses with the class.

This photo is taken from an article in the New York Times exposing how much food is wasted. You may wish to have your students read and discuss it. https://www.nytimes.com/2017/12/12/climate/food- waste-emissions.html Another option is to use the following link to a Google Slideshow using the Pear Deck add-on to create an interactive introductory discussion. Introduction - Minimizing Food Waste Food Utilization Challenge: 1. Gather 5-10 perishable items that include dairy, protein, fruits, and vegetables; you may be able to find these items within your school but if not, you will need to obtain these items from a local grocer. Consider including butter, eggs, milk, one fruit, 2-3 vegetables, and one protein so you will have some items left to store for later. Encourage students to pick a wide variety of items. 2. Obtain a shelf stable pantry item such as: canned beans, canned tomatoes, salsa, spaghetti sauce, rice, pasta, flour, sugar, various herbs, spices and seasonings. Students will quickly learn to appreciate the longer expiration dates of these items. 2. Explore (100 minutes):

3. As a group, look over the items available for 3-5 minutes. • Compare the items as to where they were stored, why they were stored in that location, etc. • Check the list of ingredients. Are there preservatives added? • Is there an expiration date? You may wish for students to make a data table containing the list of food items and their observations. 4. Assess the Cost Sheet of the perishable items (the first two columns are completed based on food items purchased for the lab). This sheet is available in the resource section of this lesson. You do not need to make it up yourself. All perishable items were purchased two days ago. • Refer to pages 4-9 of this Food Storage Chart and Still Tasty website. • Determine which perishable items need to be used first based on cost, shelf life, and versatility. • Complete the last three columns of the Cost Sheet. This data will be necessary for the next several steps of this lesson so stress to the students the importance of it. 6. Brainstorm a list of lab possibilities (may use the Internet and classroom resources if desired) to prepare a dish or two using available ingredients. Properly store some perishable items for later use. You may need to place parameters on their selection based on time and available equipment. 7. In order to eliminate food waste, determine any substitutions or adjustments to be made based on available ingredients on hand, e.g., using Rice Krispies as a filler/binder for a meatloaf instead of crackers. Encourage internet research for substitutions. They may find it helpful to explore food items specifically intended for hiking and camping. 8. You are not required to use the entire amount of all perishable items, but you are required to properly store the leftover and unused ingredients for future use. Use the following resources to determine how to store unused perishable items: • How to Freeze It: The Right Way to Store Meat, Produce, and More • Food Storage Chart • Still Tasty Encourage students to explore alternatives. “Putting it in the ‘fridge” is certainly not the only option. Also consider food preservation techniques before the age of refrigeration such as canning, drying, and salting. Why are these methods not used more widely today? 9. After evaluating alternatives, select a dish to prepare and plate in the allotted time frame allowed. The following Google Doc may be used, if desired, to assist planning for the lab. Lab Planning Sheet - Minimizing Food Waste 5. Determine the use by dates. •

10. Prepare chosen dishes in the allotted time.

Stress the importance of safe food handling, especially in the potential introduction to bacteria that will speed the spoiling process.

11. Properly store unused perishable items for future use, as well as, any leftover prepared food. Each team must delegate tasks since proper food storage cannot be completed in the last few minutes of the class period as they rush out the door.

3. Explain (25 minutes):

Answer the following questions using the information you learned in the Food Utilization Challenge lab activity.

1. What perishable items have the longest shelf life? Answers will vary, but students should begin to see trends. Fresh food such as meat and vegetables have no preservative added, so they have the shortest shelf life. Processed food often has preservatives added. Just for fun, ask them how long a Twinkie will last.

2. What perishable items cost the most money? This question stresses the importance of timely use and proper storage.

3. Which perishable items have the most uses or can be prepared and stored in various ways? Students experienced this question as they researched and determined their recipe.

4. How can a recipe be modified to prevent food waste? Encourage students to include the wide variety of modifications they found in their research, not simply the ones they used. 5. How are perishable items properly stored for later use? Even with modern technology, there are proper and improper means to store perishable items. You may wish to use this question as a means to discuss methods dating back centuries.

4. Elaborate/Extend (50 minutes):

• Your group is to create a food waste public service announcement (PSA) poster (digitally using a tool such as Canva.com or manually) that illustrates key points about food waste. The standard method is to use a tri-fold display board. Explore other options. • You may use this PSA Poster Planning Guide if desired. You may find the following links helpful as you prepare an effective public service announcement poster. • How to Create the Perfect Public Service Announcement • 11 Simple Tips to Creating an Effective Ad This activity is not intended to make advertising experts of your students, but to enhance effective communication which is important in all aspects of life. • Your information must be current and accurate. Start your research with the following links: • 11 practical ways you can reduce food waste and save money • 20 Easy Ways to Reduce Your Food Waste • Food Waste FAQs • How Much Food Do We Waste? Probably More Than You Think

It is very likely that students will find other sources while conducting research. Help them to evaluate the quality of the information, not just accept it as fact because it is on the internet.

• Work with your teacher to find the best way to share your PSA with the intended audience. Preparing for a specific event will naturally set a deadline for completion. It will also lead to a higher quality product. Brainstorm possibilities with your students. They may come up with several venues. • As people view your display, listen closely to their comments and the questions they may ask. Is your communication effective? This does not dictate that the students stand at their display and explain it to viewers. In fact, just the opposite might be more effective, placing more emphasis on the display itself rather than the oral description. You may wish to modify this activity as follows: 1. Students choose a target audience and create the materials and/or campaign of their choice to inform others of the problem of food waste with the goal of encouraging others to implement strategies to minimize food waste. Students may work alone or in small groups. 2. Use the articles listed above for resources as well as other sources from the Internet or classroom. Possible project suggestions are: • Design a series of flyers to be distributed at a local grocery store or food pantry. • Develop a “Food Waste Elimination Plan” for your home which identifies and targets areas of waste. Include a series of small refrigerator posters that can be used as reminders. • Assemble a photo gallery of food waste images with captions and display in a public place to inspire others to reduce food waste. • Create and record a series of public service announcements for a local radio station • Prepare a slideshow presentation about food waste that could be presented to a local club or organization • Organize a social media campaign to inspire others to reduce food waste with images and text lines that will be shared over the course of several posts. • Write a Letter to the Editor of a local newspaper concerning the global problem of food waste. Include suggestions for food waste reduction. • Design a Sustainability or Advocacy FCCLA STAR event. Teachers should observe, monitor, and assess food lab experiences. Careful attention should be paid to food waste and proper food storage. The teacher may then elaborate and extend activities using grading rubrics. One or more of the listed options may be used to assess student learning. A standards-based rubric, written in student language is included for additional options. Please note that all four assessment options are included in the rubric. 1. Students will record a 3-5 minute video of themselves using a free app such as: Flipgrid | Empower Every Voice. The video should explain their understanding of the global problem of food waste and include 5-6 tips that could be utilized to reduce food waste. 5. Evaluate (100 to 150 minutes):

2. Students will record a 3-5 minute video of themselves demonstrating the proper procedure for freezing a raw ingredient and a prepared leftover using an app such as: Flipgrid | Empower Every Voice . 3. Students will develop a flow chart depicting the decision-making process for planning a meal using the resources (food) on hand and the ways to properly store food for later use. Flow charts may be drawn by hand or electronically using a source such as Google Drawings. 4. Students will generate an infographic using Canva or other tool such as Google Slides to demonstrate their knowledge of the global problem of food waste and 5-6 tips for reducing food waste.

(3) Exceeds Expectations My 3-5 minute informative video explained the global problem of food waste and included 5-6 tips that could be utilized to reduce food waste. Additionally, I supported my video with research-based/literature- based resources. Specifically, my video demonstrated me using proper procedures in freezing a raw ingredient and preparing a leftover food item for consumption. I developed and submitted a digital-based flow chart and infographic depicting the decision- making process for planning a meal using the resources (food) on hand and the ways to properly store food for later use.

(2) Meets Expectations My 3-5 minute informative video explained the global problem of food waste and included 5-6 tips that could be utilized to reduce food waste. Specifically, my video demonstrated me using proper procedures in freezing a raw ingredient and preparing a leftover food item for consumption. My hand-drawn flow chart depicted the decision-making process for planning a meal using the resources (food) on hand and the ways to properly store food for later use.

(1) Developing Toward Expectations My video lacked specific informative information to clearly explain the global problem of food waste or did not include 5-6 tips that could be utilized to reduce food waste. My video demonstrates me using proper procedures in freezing a raw ingredient and preparing a leftover food item for consumption, but I missed one or more procedures for proper food handling. My hand-drawn flow chart depicted the decision-making process for planning a meal using the resources (food) on hand and the ways to properly store food for later use, but did not include all procedures needed.

Notes:

All ILCTE lessons are vetted by: Curriculum Leader, Dr. Brad Christensen.

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We would like to publish pictures/videos of your students using this lesson. Please send to Rod McQuality at: rdmcqua@ilstu.edu. By sending pictures, you have met all picture/video release for your school.

Meal Preparation and Food Sustainability in the FCS Classroom: Plan, Prep and Waste Not

Student Version

Lesson Overview: Sustainability is a multifaceted issue, in which the food production system and our diets play a crucial role. Achieving a healthy and sustainable food future is an urgent matter that depends on global collaborative efforts (Harvard University School of Public Health) . In this lesson, you will be learning about sustainability of food through hands-on activities. These activities will include preparing a meal while also considering uses for leftovers and utilizing food storage and preparation in order to diminish the cost and environmental impact of food waste. Learning Objectives: At the conclusion of this lesson and activities, you will be able to: 1. Explain, in writing, oral discussion, and through the completion of lab activities, the cost and environmental impacts of food waste and sustainability practices. 2. Formulate meal planning that focuses on sustainable practices (eliminating food waste). 3. Plan and implement proper food storage and preservation methods. 4. Justify, in writing, the importance of reading/following a recipe to eliminate waste of material and time. Enduring Understandings: • You will know how to determine the sustainability of food in the development of environmentally appropriate food recipes. • You will make conscious decisions about purchasing food, cooking with food on hand, and properly storing food to reduce waste. Resources and References: 1. Access to Internet 2. Food lab items that include 5-19 perishable foods, shelf stable, and “pantry items” 3. Video: The Extraordinary Life and Times of Strawberry (:60) 4. Slideshow: Introduction - Minimizing Food Waste 5. Handouts: • Food Storage Chart.pdf • Cost Sheet • Lab Planning Sheet • PSA Poster Planning Guide • Brainstorming Sheet 6. Apps: • Pear Deck (Free version) • Flipgrid | Empower Every Voice (Free version) • Canva.com (Free version) 7. Articles/Websites: • 11 practical ways you can reduce food waste and save money • 20 Easy Ways to Reduce Your Food Waste • Food Waste FAQs • How Much Food Do We Waste? Probably More Than You Think • How to Freeze It: The Right Way to Store Meat, Produce, and More • Food Storage Chart.pdf • Still Tasty • How to Create the Perfect Public Service Announcement 5. Demonstrate, through the creation of a planned meal, using food leftovers. 6. List, discuss, and use common food substitutions and equivalents in recipes.

• 11 Simple Tips to Creating an Effective Ad

Essential Employability Skills: There are four essential employability skills •

Personal Ethic: integrity, respect, perseverance, positive attitude • Work Ethic: dependability, professionalism • Teamwork: critical thinking, effective and cooperative work • Communication: active listening, clear communication

Skill

How it is addressed:

Perseverance

Step 10 of the Explore section requires you to produce a chosen dish in an allotted time that meets specific criteria. You must persevere through the research and development tasks to meet the criterion. Steps 4 and 6 of the Explore section requires analysis of ingredients based on cost and expiration dates. Decisions regarding ingredient cost and expiration must be made. Nearly all tasks assigned in this lesson will be completed in groups. This includes research, brainstorming, and decisions concerning recipes. Also, each group is responsible to prepare a food item in the allotted time.

Critical Thinking

Effective and Cooperative Work

1. Engage:

1. Watch the following video: “The Extraordinary Life and Times of Strawberry” (60 seconds). The Extraordinary Life and Times of Strawberry (:60)

2. Discuss these questions with your peers: a. What did you learn about how strawberries get to your refrigerator? b. How did you feel about the ending?

4. Look at the picture below and write 1-2 sentences regarding what is seen in the picture. Your teacher may ask you to share your responses with the class.

2. Explore:

Food Utilization Challenge: 1. Gather 5-10 perishable items that include dairy, protein, fruits, and vegetables; you may be able to find these items within your school, but if not, you will need to obtain these items from a local grocer. Consider including butter, eggs, milk, one fruit, 2-3 vegetables, and one protein so you will have some items left to store for later.

2. Obtain a shelf stable pantry item such as: canned beans, canned tomatoes, salsa, spaghetti sauce, rice, pasta, flour, sugar, various herbs, spices and seasonings.

3. As an individual or group, look over the items available for 3-5 minutes. • Compare the items as to where they were stored, why they were stored in that location, etc. • Check the list of ingredients. Are there preservatives added? • Is there an expiration date?

4. Assess the Cost Sheet of the perishable items (the first two columns are completed based on food items purchased for the lab).

5. Determine the use by dates. •

All perishable items were purchased two days ago. • Refer to pages 4-9 of this Food Storage Chart and Still Tasty website. • Determine which perishable items need to be used first based on cost, shelf life, and versatility. • Complete the last three columns of the Cost Sheet. 6. Brainstorm a list of lab possibilities (may use the Internet and classroom resources if desired) to prepare a dish or two using available ingredients. Properly store some perishable items for later use. 7. In order to eliminate food waste, determine any substitutions or adjustments to be made based on available ingredients on hand, e.g., using Rice Krispies as a filler/binder for a meatloaf instead of crackers. 8. You are not required to use the entire amount of all perishable items, but you are required to properly store the leftover and unused ingredients for future use. Use the following resources to determine how to store unused perishable items: • How to Freeze It: The Right Way to Store Meat, Produce, and More • Food Storage Chart • Still Tasty 9. After evaluating alternatives, select a dish to prepare and plate in the allotted time frame allowed. The following Google Doc may be used, if desired, to assist planning for the lab. Lab Planning Sheet - Minimizing Food Waste

10. Prepare chosen dishes in the allotted time.

11. Properly store unused perishable items for future use, as well as, any leftover prepared food.

3. Explain:

Answer the following questions using the information you learned in the Food Utilization Challenge lab activity.

1. What perishable items have the longest shelf life? 2. What perishable items cost the most money? 3. Which perishable items have the most uses or can be prepared and stored in various ways?

4. How can a recipe be modified to prevent food waste? 5. How are perishable items properly stored for later use?

4. Elaborate/Extend:

• You or a group assigned by your teacher are to create a food waste public service announcement (PSA) poster (digitally using a tool such as Canva.com or manually) that illustrates key points about food waste. • You may use this PSA Poster Planning Guide if desired. You may find the following links helpful as you prepare an effective public service announcement poster. • How to Create the Perfect Public Service Announcement • 11 Simple Tips to Creating an Effective Ad • Your information must be current and accurate. Start your research with the following links: • 11 practical ways you can reduce food waste and save money • 20 Easy Ways to Reduce Your Food Waste • Food Waste FAQs • How Much Food Do We Waste? Probably More Than You Think

• Work with your teacher to find the best way to share your PSA with the intended audience.

• As people view your display, listen closely to their comments and the questions they may ask. Is your communication effective?

5. Evaluate:

(3) Exceeds Expectations My 3-5 minute informative video explained the global problem of food waste and included 5-6 tips that could be utilized to reduce food waste. Additionally, I supported my video with research-based/literature- based resources. Specifically, my video demonstrated me using proper procedures in freezing a raw ingredient

(2) Meets Expectations My 3-5 minute informative video explained the global problem of food waste and included 5-6 tips that could be utilized to reduce food waste. Specifically, my video demonstrated me using proper procedures in freezing a raw ingredient and preparing a leftover food item for consumption.

(1) Developing Toward Expectations My video lacked specific informative information to clearly explain the global problem of food waste or did not include 5-6 tips that could be utilized to reduce food waste. My video demonstrates me using proper procedures in freezing a raw ingredient and preparing a leftover food item for consumption, but I missed one or more procedures for proper food handling.

My hand-drawn flow chart depicted

and preparing a leftover food item for consumption.

My hand-drawn flow chart depicted the decision-making process for planning a meal using the resources (food) on hand and the ways to properly store food for later use.

the decision-making process for planning a meal using the resources (food) on hand and the ways to properly store food for later use, but did not include all procedures needed.

I developed and submitted a digital-based flow chart and infographic depicting the decision- making process for planning a meal using the resources (food) on hand and the ways to properly store food for later use.

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