Food Science-Scope & Sequence-Units 1-14

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Course Title and

Number:

Food Science

20.41500

Teacher:

Rankins

Week(s):

1-36

Unit/Lesson Title

Duration

(Weeks)

Direct Explanation

GPS Standard(s)

CCGPS Standard(s)

Unit:

HUM-FS-1

Lesson Title/Focus:

Employability/Explore skills needed in

business and industry for employment.

1 week Key Vocabulary: Self-image, self-esteem, self-actualization, communication, leadership, entrepreneur, character, ethics, employability skills.

Students will be able to:

Communicate effectively through

writing, speaking, listening, reading, and interpersonal abilities.

Demonstrate creativity with multiple approaches to ask challenging questions resulting in innovative procedures, methods, and products.

Exhibit critical thinking and problem solving skills to locate, analyze, and apply information in career planning and employment situations.

Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.

Apply the appropriate skill sets to be productive in a changing, technological, and diverse workplace to be able to work independently, interpret data, and apply team work skills.

Present a professional image through

Demonstrate

employability skills required by business and industry.

Writing:

L11-12WHST4: Produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose, and audience.

Literacy:

L11-12RST2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms

Text Complexity:

Text Type: article, novel, blog, textbook, other

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appearance, behavior, and language.

EOPA Standards: www.gadoe.org

SLO Standards: TBD Learning

Targets: Students will be able to :_{Write an informational essay.} Speak during an oral presentation.

Determine the type of work they prefer after completing a personality inventory. Complete the appropriate part of the department of labor Georgia best curriculum.

Unit/Lesson Title

Duration

(Weeks)

Direct Explanation

GPS Standard(s)

CCGPS Standard(s)

Unit: HUM-FS-2

Lesson Title/Focus: Careers in Nutrition/ Research careers in food science.

2 weeks Key Vocabulary: Food Science, Sustainable Agriculture, Scientific Method, Insoluble, Macroeconomics, Biotechnology, Agronomic ,Toxic, adulteration, Decimal System, Data, Metric System, Laboratory,

Nutraceuticals, Hypothesis, STEM Nanotechnology, Biosecurity.

Define food science and explore careers in

food science. Writing: L11-12WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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Define the study of food science and summarize how food products and processing methods have changed in modern history due to contributions of food scientists.

Describe the history of the development of food and food systems emphasizing the transition from hunting and gathering to farming and then to market-based societies.

Analyze how studying food science can benefit one in the future.

Evaluate and list careers in food science and list the educational requirements.

the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms

Text Complexity:

Lexile Range: 1100-1200

EOPA Standards: _{www.gadoe.org}

Targets: Students will be able to:_{Describe various aspects of food science.}

Explain contributions of food science to increasing food supplies, preserving the environment, nutrition and food safety.

Identify different types of work that food scientists do. Trace the development of the scientific study of food.

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Unit/Lesson Title

Duration

(Weeks)

Direct Explanation

GPS Standard(s)

CCGPS Standard(s)

Unit:

HUM-FS-3

Lesson Title/Focus:

Food Evaluation/ Explore why and how scientific evaluation of food is done.

2 weeks Key Vocabulary: Marketing Strategy, Prototype Formula, Sensory Evaluation, Focus Group Testing, Adulterated Food, Food Quality, Food Engineering, Food Packaging, Nutrition Facts Label, Target Market, Dietary Guidelines for

Americans, Food Technology,

Marketing Strategy, Olfactory Receptors, Papillae, Prototype Formula, Supertaster, Taste Blind, Qualitative research,

Quantitative research, Electronic Balance, Graduated cylinder, Beaker, Buret, Meniscus, Erlenmeyer flask, Calibrate, Taring Petri Dish, Test Tubes & Rack & Brush, Thermometer.

Identify physical, physicochemical, and chemical techniques used for assessing food quality.

Define sensory evaluation, identify the qualities that make-up the sensory characteristics of food, and explain how

Investigate how and why scientific

evaluation of foods is conducted.

Writing: L11-12WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Literacy: L11-12RST2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms

Text Complexity:

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taste, aroma and the mouth feel

sensations combined to give food their flavor.

Explain what sensory evaluation panels do and conduct a sensory panel using appropriate controls and quantify and analyze the data.

Describe the role of science in the development of new food products and the use of the scientific method.

Identify equipment found in the food science laboratory and how to properly and safely use it.

Targets: Students will be able to:_{Explain the steps for conducting a food sensory evaluation.} Discuss the components of food product development. Discuss the meaning of target market or market segment.

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Unit/Lesson Title

Duration

(Weeks)

Direct Explanation GPS Standard(s) CCGPS Standard(s)

Unit:

HUM-FS-4

Lesson Title/Focus:

Chemistry Concepts/ Examine the role chemistry has in food science.

3 weeks Key Vocabulary: Atom, Matter, Proton Neutron, Electron, Valence Electrons, Acid, Base, pH, Compound, Metal Mixture, Solution, Element, Periodic table, Homogeneous mixture,

Heterogeneous mixture, Non-metal

Define and describe the parts of an atom. Define matter and compare and contrast substances (elements and compounds) and mixtures (homogenous and heterogeneous).

Recognize chemical symbols on the periodic table for common elements found in food and their role as the building blocks for compounds in food. Describe the formation of compounds via ionic and covalent bonding and the representation of the reactions in balanced chemical equations for simple compounds such as salt and water. Differentiate between organic and inorganic compounds and classify the major food constituents as organic

Explore the basic chemistry concepts of food science.

Writing: L11-12WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Literacy: L11-12RST2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms

Text Complexity:

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(carbohydrates, fat, protein, vitamins) or inorganic (water, minerals).

Identify the classes of organic compounds important in food (hydrocarbons, alcohols, aldehydes, ketones, acids and amines) and the characterizing features of their structural formulas.

Define and differentiate between chemical and physical changes during food preparation and preservation.

Targets: Students will be able to:_{Recognize the parts of an atom.}

Label the different parts of a periodic table and list characteristics for metals, nonmetals, halogens, and noble gases.

Read a pH scale and identify items as acids or bases. List the characteristics of acids and bases.

List common chemicals found in foods.

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Unit/Lesson Title

Duration

(Weeks)

Direct Explanation

GPS Standard(s)

CCGPS Standard(s)

Unit:

HUM-FS-5

Lesson Title/Focus:

Energy in food preparation and preservation/

Determine how energy works in food

preparation and preservation.

1 week

Key Vocabulary: Heat transfer, Conduction, Convection, Radiation, Microwave, Magnetron Tube,

Kinetic Energy, Thermal Preservation, Sterilization, Pasteurization, Blanching, Hot Spot

Explain and demonstrate how heat is transferred via conduction, convection and radiation.

Compare the effect of various

temperatures on rates of chemical and physical reactions.

Observe how energy works in food preparation and preservation.

Text Complexity:

Targets: Students will be able to:_{Explain how food is cooked by use of conduction, convection, and radiation.} Explain how food is cooked in a microwave oven.

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Unit/Lesson Title

Duration

(Weeks)

Direct Explanation

GPS Standard(s)

CCGPS Standard(s)

Unit:

HUM-FS-6

Lesson Title/Focus:

Importance of Water and pH/ Exploring the importance of water and acidity in food

preparation and preservation.

4 weeks Key Vocabulary: Acid, Base, Ionization, Solubility. Cohesion, Adhesion,

Surface tension, Evaporation, Condensation, Precipitation, Point source pollution, Runoff,

Non-point source pollution, Chemical contaminates, Biological contaminates

Explain the importance of water as a food constituent and explain the relationship between the molecular structure of water and the functional properties of water (melting point, boiling point, role as a solvent and disperser, heat transfer medium).

Examine why water and acidity are important factors in food preparation and

preservation. Writing: L11-12WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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Describe and demonstrate the functions and identify factors that alter the functional properties of water (addition of solutes such as salt and sugar; atmospheric pressure).

Describe the three states of water and the transition between states, (i.e. phase changes).

Define and differentiate between water content and water activity and relate their importance to food

preparation/preservation and storage using representative examples.

List the common sources of water and the common contaminants.

Text Complexity:

Targets: Students will be able to:_{Give real-life examples demonstrating the properties of water.}

Understand the water cycle and how different types of contamination could occur.

Identify common household items as acids or bases, and explain how water plays a role in their formation. Measure the pH of various items and determine whether they are acidic or basic.

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Unit/Lesson Title

Duration

(Weeks)

Direct Explanation

GPS Standard(s)

CCGPS Standard(s)

Unit:

HUM-FS-7

Lesson Title/Focus:

Importance of Carbohydrates

/Examine the nutritional effect of carbohydrates on diet and importance in food preparation and preservation.

1 week Key Vocabulary: Monosaccharide, Disaccharide, Glucose, Galactose, Fructose, Ribose, Sucrose, Lactose, Maltose, Carbohydrate, Photosynthesis, Caramelization, Lactose Intolerant, Solubility, Supersaturated, Glycogen, Hydrolysis, Mannose, Dextrose, Molasses, Ribonucleic acid (RNA), Saccharide, Crystallization,

Retrogradation,

Slurry, Carbohydrate Gum, Cellulose, Pectin, Amylose, Viscosity,

Opacity, Translucency, Roux,

Starch, Polysaccharide, Buerre ,Manie, Cold Water Paste, Paste, Stability, Sol, Syneresis.

Identify the functions of carbohydrates. Define and identify the functions of simple and complex carbohydrates, define monosaccharides and

disaccharides, and identify the role and function of sugars in food products. Compare and contrast starches and

non-Summarize why carbohydrates are important in food preparation,

preservation, and the nutritional impact on

diets.

Text Complexity:

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starch-based polysaccharides and the role as food ingredients.

Targets: Students will be able to:_{Explain how carbohydrates are produced.} Describe the importance of carbohydrates. Define monosaccharide and disaccharide.

Identify and define the functions of simple and complex carbohydrates.

Unit/Lesson Title

Duration

(Weeks)

Direct Explanation

GPS Standard(s)

CCGPS Standard(s)

Unit:

HUM-FS-8 3 weeks Key Vocabulary: Lipid, Glyceride, Fatty

Acid, Phospholipid, Saturated, Unsaturated, Monounsaturated,

Polyunsaturated, Fat, Oil, Melting Point, Hydrogenation, Marbling, Trans-Fatty

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Lesson Title/Focus:

Importance of Lipids/Explore the nutritional impact of lipids on the diet and importance in food preparation and preservation.

Acid, Rancidity, Smoke Point, Flash Point, Essential, Fatty Acid, Omega-3 Fatty Acid.

Identify fats present in food and differentiate between triglycerides, phospholipids, and sterols and stanols. Describe the structure of saturated, monounsaturated and polyunsaturated fatty acids.

Identify and compare the functional properties of triglycerides classified as monounsaturated, polyunsaturated, saturated and trans and list the

advantages and disadvantages of their use in food preparation.

Examine the functions of lipids in food preparation and analyze the nutritional impact of lipids in the diet.

Describe mono and diglycerides and phospholipids and their function as emulsifiers in food products.

List and describe the types and causes of fat degradation and mechanisms used in the control.

have on diet.

Text Complexity:

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Explain lipid advantages. Describe different lipids.

Demonstrate an understanding of lipid functions and roles in food production.

Unit/Lesson Title

Duration

(Weeks)

Direct Explanation

GPS Standard(s)

CCGPS Standard(s)

Unit:

HUM-FS-9

Lesson Title/Focus:

Importance of Proteins/ Examine the nutritional impact of proteins on diet and importance in food preparation and preservation.

2 weeks Key Vocabulary: Protein, Amino Acids, Non-essential Amino Acids,

Essential Amino Acids, Incomplete Proteins, Complete Proteins,

Protein Denaturation, Coagulation

Describe the chemical structure and organization of proteins.

Describe the functional roles of protein in food products.

Explain what happens during the

denaturation of protein and illustrate how

Summarize why proteins are important in food preparation and preservation and the nutritional impact they have on diet.

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the process occurs using acids, enzymes and salts and mechanical action.

Explain coagulation and apply basic principles of the chemistry to prepare high-protein foods such as eggs, milk and meat products.

Define enzyme, including the

nomenclature and mechanism of action, identify factors that control enzymatic activity and discuss examples of positive and negative enzymatic effects in food products.

processes, or information presented in a text by paraphrasing them in simpler but still accurate terms

Text Complexity:

Targets: Students will be able to:_{Describe how proteins are used in food preparation.}

Comprehend the role of essential and non-essential amino acids, as well as complete and incomplete proteins.

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Unit/Lesson Title

Duration

(Weeks)

Direct Explanation

GPS Standard(s)

CCGPS Standard(s)

Unit:

HUM-FS-10

Lesson Title/Focus:

Importance of Vitamins, and Minerals /Explore the impact that food preservation,

preparation and formulation has on micronutrients which are important to health.

2 weeks Key Vocabulary: Phytochemical, Ellegic acid, Carcinogen, Nutrient –dense, Phenols, Flavonoids, Allyl sulfides, Polyphenols, Carotenoids, Terpenes, Saponins, Indoles, Isomer,Tannins, Cruciferous, Lycopene, Phytochemicals, Zeaxanthin, Lutein, Isothiocyanates, Glucosinolates, Phytofluence, Phytoene. Students will be able to:

Differentiate between nutrient and phytochemical and indicate the role of each in promoting health.

List the key vitamins, minerals, and phytochemicals present in food and identifyfoods that are major sources of each food constituent and their role in promoting health.

Define enrichment/fortification, list ideal characteristics of the food fortified or enriched and discuss the role in meeting nutrient needs of the population.

Differentiate between availability and bioavailability.

Explain the impact of food preparation, food processing and preservation methods on nutrient value and bioavailability of phytochemicals. Define functional foods and explore

Investigate the sources, and impact of food formulations, preparation and preservation on food constituents important to health.

Text Complexity:

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types of functional foods currently in the marketplace and the potential to impact health.

Targets:

List 8 groups of phytochemicals and relate food sources to each.

Link health concerns and nutritional disease prevention to phytochemicals. Describe how food processing and preservation affects phytochemicals in foods.

Unit/Lesson Title

Duration

(Weeks)

Direct Explanation

GPS Standard(s)

CCGPS Standard(s)

Unit:

HUM-FS-11 3 weeks Key Vocabulary: Food additive, FDA,

Natural additives, Artificial food additives, Food analog, Ingredient, Incidental food additive, GRAS List, Delaney Clause, Preservative, Antimicrobial agent, Humectants,

Investigate the reasons for the use of food additives and food analogs in food preparation and in

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Lesson Title/Focus:

Food Additives and Analogs/Examine the use of food additives and analogs in food preparations and in processed products.

Maturing and bleaching agent, pH control agent, Sulfite, Ester, Margin of safety, Controlled use, Fat replacers, Artificial sweeteners, Artificial flavors, Salt substitutes, Taste test, Food label, nutrient claims, Pre-sanctioned

substances, Natural flavors

Define food additives, discuss the various purposes of food additives in food products, and identify advantages and disadvantages of their use.

Identify regulations governing the approval and use of food additives and the agencies involved.

Explain the difference between natural and artificial additives.

Define food analog and list the main reasons for their use.

Explore the impact of the use of substitutes for fat, sugar, and salt on product quality characteristics and nutrient content.

Conduct a sensory evaluation of foods with and without food additives/analogs and compile the data and examine the results.

clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Text Complexity:

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Targets: _{Define the terms food additive, and food analog} List the basic purpose and function of food additives

Identify how specific food analogs can meet specific dietary needs Determine the difference between artificial additive and natural additive

Unit/Lesson Title

Duration

(Weeks)

Direct Explanation

GPS Standard(s)

CCGPS Standard(s)

Unit:

HUM-FS-12

Lesson Title/Focus:

Principles of

Fermentation/ Examine the principles of

fermentation.

3 weeks Key Vocabulary: Fermentation, Lactic acid, Fission ,Mold, Bacteria, Yeast, Fungi, Lacto bacillus, Pickling, Microorganisms, Anaerobic, Brine, Curds, Yeast ,Bread Budding,

Distilled water, Pectins, Whey, Knead, Fruiting body.

List the reasons that food is fermented and identify common food products that result from fermentation.

Analyze the principles of fermentation.

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Define probiotics and the relationshipto fermented foods and the benefits for gut health.

Differentiate among yeast, bacterial and mold fermentation and identify food products produced for each type of fermentation.

List the factors that impact the growth of single-celled organisms.

Describe the process of pickling and compare and contrast the use of fermentation versus the addition of vinegar to produce cucumber pickles. Describe the making of a fermented food product, such as vinegar, cheese, yogurt or chocolate.

Text Complexity:

Targets: Students will be able to:_{Understand the process of fermentation.}

Relate the roles of yeast, bacteria and mold in the fermentation process. Cite foods resulting from the fermentation process.

Cite factors that impede and cause growth yeast cells.

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Unit/Lesson Title

Duration

(Weeks)

Direct Explanation

GPS Standard(s)

CCGPS Standard(s)

Unit:

HUM-FS-13

Lesson Title/Focus:

Principles of Food Safety/Explore Safe and sanitary practices in food production

.

3 weeks Key Vocabulary: Sanitation, Contamination, Foodborne illness, Cross-contamination, Food Spoilage, Food Intoxication, Pathogen, Bacteria, Salmonellosis, Trichinosis, FAT TOM, HACCP, FDA, USDA

Discuss the three major types of food contaminants: physical, chemical, and biological.

Differentiate among food borne illness, food spoilage and food sanitation. List specific microbial organisms that can cause food-borne illness.

Define toxin, pathogen and parasite and differentiate between food intoxication and food infection.

Discuss sanitation and food handling and processing practices used to produce wholesome foods during the processing, preparation, consumption and storage of food.

Describe the common causes of food spoilage and steps to reduce/prevent

Investigate measures used to produce safe and wholesome food under sanitary conditions.

Text Complexity:

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spoilage.

Identify government agencies in the United States that regulate the food supply.

Targets: Students will be able to:_{Demonstrate food safety skills.}

Identify the causes of food borne illness and how to prevent them.

Practice sanitation during the processing, preparation, and storage of food. Recognize regulations and agencies responsible for a safe food supply.

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Unit:

HUM-FS-14

Lesson Title/Focus:

Food Preservation Methods/Examine the results of different food preservation methods

.

4 weeks Key Vocabulary: Aseptic packaging, Headspace, Quick-freezing, Ascorbic acid, Hot pack, Raw pack, Yeast

Botulism, Irradiation, Retort packaging, Canning, Mold, Shelf life,

Enzyme, Pectin, Sulfuring, Freezer burn, Processing time,

Describe and provide examples of the continuum of processed foods.

Identify the major functions of packaging used for food products, differentiating between the functions of primary, secondary and tertiary packaging. Identify common types of packaging materials, and compare and contrast the properties of containers made from different packaging materials and selection criteria.

Discuss reduced oxygen packaging and the effects on product quality and availability of products in the marketplace.

Explain the importance of product pH and final water activity of the processed product to preservation of foods.

Examine the factors to be considered in the selection and use of successful thermal-processing techniques (canning, freezing and pasteurization) and describe commercial thermal-processing methods. Examine the processes of curing,

Compare and contrast different food

preservation methods and the resultant quality of preserved food.

Text Complexity:

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dehydration, freeze-drying, and extended shelf life of fresh products (refrigeration, modified atmosphere packaging and irradiation).

Compare and contrast processes used for home and commercial preservation and evaluate resulting quality of the products preserved using different commercial and/or home methods.

Targets: Students will be able to:_{Identify the elements involved in the spoilage and contamination of food.} Explain the steps involved in food preservation.

www.gadoe.org