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Reducing Health Risks From Processed Foods
Grade 7Science6 days
★★★★★
5.0 (1 rating)Processed FoodsHealth RisksNutritionCommunity HealthMitigation StrategiesDigestionMetabolic Diseases
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we educate our community about the science behind the health risks associated with processed foods like candy and chips, and develop strategies to promote healthier eating habits? How are processed foods linked to metabolic diseases?Essential Questions
Supporting questions that break down major concepts.- What are the health risks associated with eating highly processed foods?
- What makes candy and chips unhealthy?
- How do our bodies process highly processed foods compared to whole foods?
- What are the different methods to mitigate the health risks of processed foods?
- How can we use our knowledge of nutrition to make healthier choices?
- How can we communicate the risks of processed foods and promote healthier eating habits to our community?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to identify the main ingredients and chemical additives in processed foods such as candy and chips.
- Students will be able to explain the negative health impacts of overconsumption of processed foods on the human body.
- Students will be able to compare and contrast how the body processes processed foods versus whole, natural foods.
- Students will be able to develop and propose strategies for mitigating the health risks associated with processed foods.
- Students will be able to effectively communicate the risks of processed foods and promote healthier eating habits within their community.
- Students will be able to apply scientific knowledge of nutrition to make informed and healthier food choices.
NGSS
NGSS.PS1-1
Secondary
Develop models to describe the atomic composition of simple molecules and extended structures.Reason: Addresses the composition of processed foods at a molecular level.
NGSS.PS1-2
Secondary
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.Reason: Relevant when discussing how the body processes different types of food.
NGSS.PS1-5
Supporting
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.Reason: Addresses the conservation of mass during digestion and metabolism.
NGSS.LS1-8
Supporting
Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.Reason: Connects sensory response to food and eating habits.
Entry Events
Events that will be used to introduce the project to studentsCandy Teardown: What's Really Inside?
Students bring in their favorite candy and, working in groups, meticulously list all the ingredients. They then research what each ingredient is, its purpose in the candy, and its potential health effects. This hands-on exploration demystifies the contents of a beloved treat.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Ingredient Investigator: Unmasking Processed Foods
Students will select a processed food item (candy, chips, cookies, ramen, hot pockets, etc.) and identify up to 5 ingredients. They will then research the purpose and potential health effects of each ingredient, using provided reliable online resources. For example, if a student chooses a Snickers bar, they might investigate ingredients like high fructose corn syrup, chocolate liquor, or soy lecithin.Steps
Here is some basic scaffolding to help students complete the activity.1. Choose a processed food item (candy, chips, cookies, ramen, hot pockets, etc.). Find the food label online using websites like Open Food Facts (https://world.openfoodfacts.org/) or the product's official website.
2. Create a list of up to 5 ingredients.
3. Research each ingredient to determine its purpose in the food item, using websites like the FDA (https://www.fda.gov/) and the USDA (https://www.usda.gov/)
4. Investigate the potential health effects (positive or negative) of each ingredient using reliable sources such as the National Institutes of Health (https://www.nih.gov/)
5. Using molview.org, draw the chemical structure of each ingredient.
Final Product
What students will submit as the final product of the activityA comprehensive ingredient chart detailing the purpose, health effects, and chemical structure of each of the selected ingredients in the chosen processed food item.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with NGSS.PS1-1 by requiring students to understand the composition of processed foods at a molecular level and identify chemical additives. It also addresses Learning Goal 1: Students will be able to identify the main ingredients and chemical additives in processed foods such as candy and chips.Activity 2
Processed Food Breakdown: A Simplified Digestion Journey
Students will explore how the body processes a chosen processed food item, focusing on the initial stages of digestion and the role of simple enzymes.Steps
Here is some basic scaffolding to help students complete the activity.1. Choose a processed food item (e.g., candy or chips).
2. Research the digestion process: What happens in the mouth, esophagus, stomach, small intestine, and large intestine?
3. Identify the main components of the chosen food that are broken down during these stages (e.g., sugars, fats).
4. Choose three 'suspect' chemicals from the food item and research if they affect any part of the digestive system negatively.
5. For each part of the digestive system (mouth, esophagus, stomach, small intestine, and large intestine) identify if foods are being physically and/or chemically changed.
6. Research and describe the roles of the liver, pancreas, spleen, and gallbladder in the digestion process, and how these organs might be affected by the 'suspect' chemicals.
7. Create a simple diagram or flowchart illustrating the breakdown process, labeling the food components, the digestive organs involved, the locations of physical and chemical changes, and the potential negative impacts of the 'suspect' chemicals.
Final Product
What students will submit as the final product of the activityA diagram or flowchart illustrating the initial digestion process of a chosen processed food item, including the potential negative impacts of specific chemicals on the digestive system, and clearly indicating where physical and chemical changes occur.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with NGSS.PS1-2 by introducing how substances (food) change when interacting within the body (digestion). It supports Learning Goal 3: Students will be able to compare and contrast how the body processes processed foods versus whole, natural foods, by focusing on the stages of digestion.Activity 3
How Much Is Too Much? Overconsumption and Metabolic Disease
Students will research and explain the negative health impacts of overconsumption of processed foods on the human body. They will focus on specific health risks and provide scientific evidence to support their claims.Steps
Here is some basic scaffolding to help students complete the activity.1. Find the nutrition label for your chosen processed food item (candy, chips, cookies, ramen, hot pockets, etc.). Use websites like Open Food Facts (https://world.openfoodfacts.org/) or the product's official website.
2. Research the health risks associated with overconsumption of processed foods (e.g., diabetes, obesity, heart disease). Use reliable sources such as the CDC (https://www.cdc.gov/), the NIH (https://www.nih.gov/), and the American Heart Association (https://www.heart.org/).
3. Select 2-3 specific health risks to focus on.
4. For 3-5 of the ingredients of your processed food, research if they affect any specific organs or organ systems, other than the digestive system (circulatory, nervous, immune, muscles, skeletal, respiratory, endocrine, excretory). Include a brief summary of each system's function (circulatory, nervous, immune, muscles, skeletal, respiratory, endocrine, excretory) and the organs in that system.
5. Calculate how many servings of your chosen food item would exceed the daily recommended limits for sugar, fat, or sodium based on a 2000-calorie diet.
6. Find statistics on how many people in the USA have the 2-3 diseases selected in Step 3, using websites like the CDC (https://www.cdc.gov/) and NIH (https://www.nih.gov/)
7. "How much is too much?" Based on your research, how many servings per day/week/month/year would you recommend?
Final Product
What students will submit as the final product of the activityWrite 1-3 paragraphs, detailing the negative health impacts of overconsumption of this processed food, supported by scientific evidence, with focus on specific organ systems and ingredients, including calculations of how quickly one can exceed daily recommended limits of sugar, fat, and sodium.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with NGSS.LS1-8 by requiring students to synthesize information about how sensory receptors respond to food and eating habits, influencing behavior and potentially leading to overconsumption. It also addresses Learning Goal 2: Students will be able to explain the negative health impacts of overconsumption of processed foods on the human body.Activity 4
Mitigation Mission: Strategies for a Healthier Future
Students will develop and propose strategies for mitigating the health risks associated with processed foods. This will involve brainstorming solutions at individual, community, and societal levels.Steps
Here is some basic scaffolding to help students complete the activity.1. Brainstorm strategies to reduce the consumption of processed foods at the individual level (e.g., healthier snack choices, meal planning).
2. Develop strategies to promote healthier eating habits within the community (e.g., school programs, public awareness campaigns).
3. Propose strategies at the societal level (e.g., government regulations, food industry initiatives) to reduce the health risks of processed foods.
4. Create a proposal outlining the strategies and their potential impact.
Final Product
What students will submit as the final product of the activityA proposal outlining strategies for mitigating the health risks associated with processed foods at individual, community, and societal levels.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with Learning Goal 4: Students will be able to develop and propose strategies for mitigating the health risks associated with processed foods. It encourages them to apply their knowledge to create practical solutions.Activity 5
Community Health Communicators: Spreading the Word
Students will create a campaign to educate their community about the risks of processed foods and promote healthier eating habits.Steps
Here is some basic scaffolding to help students complete the activity.1. Choose a target audience within the community (e.g., school students, parents, local residents).
2. Develop key messages about the risks of processed foods and the benefits of healthier eating.
3. Create a communication plan that includes various methods of reaching the target audience (e.g., posters, presentations, social media).
4. Implement the communication plan and gather feedback on its effectiveness.
Final Product
What students will submit as the final product of the activityA community health campaign designed to educate about the risks of processed foods and promote healthier eating habits.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with Learning Goal 5: Students will be able to effectively communicate the risks of processed foods and promote healthier eating habits within their community.Activity 6
Nutrition Communication: Poster or Brochure Design
Students will synthesize their research on processed foods and nutrition to create either a poster for the school cafeteria or a brochure to share with their community. They will select a key message related to healthier eating and design their chosen medium to effectively communicate this message.Steps
Here is some basic scaffolding to help students complete the activity.1. Review all the research and notes gathered from previous activities in this project, focusing on key findings related to the health risks of processed foods and the benefits of whole foods.
2. Identify the single most important message about healthy eating that you want to communicate to your target audience (students in the cafeteria or members of your community). This could be about reducing sugar intake, increasing fruit and vegetable consumption, reading nutrition labels, or any other relevant topic.
3. Decide whether you want to create a poster for the school cafeteria OR a brochure to share with someone you care about. Consider which format will be most effective for your chosen message and target audience.
4. If creating a poster: Brainstorm visual elements (images, charts, graphs) that can quickly and effectively convey your message. Develop a catchy slogan or title to grab attention. Plan the layout of your poster, ensuring it is clear, uncluttered, and easy to read from a distance.
5. If creating a brochure: Organize your information into logical sections or panels. Use headings and subheadings to guide the reader. Consider including a personal anecdote or story to make the information more relatable. Plan for actionable tips that the reader can easily implement.
6. Design and create your poster or brochure, paying attention to visual appeal, clarity, and accuracy of information. Use reliable sources to support your claims and cite them appropriately.
7. Get feedback on your poster or brochure from peers or family members. Revise your design based on the feedback to improve its effectiveness.
Final Product
What students will submit as the final product of the activityA visually appealing and informative poster designed for the school cafeteria OR a brochure designed to educate a specific audience about a key nutritional message. The poster/brochure should effectively communicate the chosen message, provide actionable tips, and be based on sound scientific information.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with Learning Goal 5: Students will be able to effectively communicate the risks of processed foods and promote healthier eating habits within their community. It also aligns with Learning Goal 6: Students will be able to apply scientific knowledge of nutrition to make informed and healthier food choices, by requiring them to synthesize and communicate their learning in a practical way.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioProcessed Foods Health Risks & Nutrition Rubric
Category 1
Ingredient Investigation and Molecular Composition
Assessment of students' ability to investigate food ingredients, understand their purposes, health effects, and molecular structure.Criterion 1
Ingredient Analysis
Ability to identify main ingredients in processed foods and explain their purposes using reliable sources.
Exemplary
4 PointsIdentifies more than 5 ingredients with great detail, providing thorough explanations and citing multiple reliable sources.
Proficient
3 PointsIdentifies 3-5 ingredients accurately, giving clear and reasoned explanations using reliable sources.
Developing
2 PointsIdentifies less than 3 ingredients with limited explanations and few sources.
Beginning
1 PointsStruggles to identify ingredients with minimal explanation and unreliable sources.
Criterion 2
Molecular Structure Representation
Ability to accurately depict and understand molecular structures of food ingredients.
Exemplary
4 PointsIllustrates accurate, complex molecular structures for all selected ingredients with detailed annotations.
Proficient
3 PointsAccurately depicts molecular structures of most ingredients, providing relevant annotations.
Developing
2 PointsDepicts molecular structures of some ingredients with partial accuracy and limited annotations.
Beginning
1 PointsStruggles to represent molecular structures accurately with minimal or incorrect annotations.
Category 2
Digestive Process and Chemical Changes
Assessment of students' understanding of chemical and physical changes in food during digestion and their effects on health.Criterion 1
Digestive System Changes
Understanding of how processed foods are altered chemically and physically during digestion.
Exemplary
4 PointsProvides comprehensive, clear explanations of chemical and physical changes across all digestive stages, supported by diagrams.
Proficient
3 PointsExplains most chemical and physical changes effectively, with supportive diagrams for key stages.
Developing
2 PointsDescribes basic chemical and physical changes with limited detail and incomplete diagrams.
Beginning
1 PointsProvides incomplete or incorrect descriptions of digestive processes with minimal diagrams.
Criterion 2
Chemical Impact on Health
Analyze the impacts of specific food chemicals on health during digestion.
Exemplary
4 PointsAnalyzes complex interactions between food chemicals and health impacts with precise details.
Proficient
3 PointsAnalyzes key interactions with understandable precision, highlighting significant impacts.
Developing
2 PointsDiscusses basic interactions with limited understanding or detail of impacts.
Beginning
1 PointsStruggles to identify or explain chemical impacts on health accurately.
Category 3
Health Risks Communication and Mitigation Strategies
Evaluation of students' ability to communicate health risks and propose mitigation strategies at different societal levels.Criterion 1
Risk Communication Effectiveness
Effectiveness in communicating health risks of processed foods to the community.
Exemplary
4 PointsCrafts compelling, impactful messages that engage the community, using diverse multimedia tools for broad outreach.
Proficient
3 PointsConveys clear, effective messages with adequate engagement opportunities for audiences.
Developing
2 PointsDevelops basic, understandable messages with limited audience engagement.
Beginning
1 PointsStruggles to craft clear messages; minimal audience consideration or outreach.
Criterion 2
Mitigation Proposal Development
Ability to develop and propose practical strategies to mitigate health risks of processed foods.
Exemplary
4 PointsProposes innovative, evidence-based strategies with clear implementation plans across individual, community, and societal levels.
Proficient
3 PointsDevelops workable strategies with defined potential impact at multiple societal levels.
Developing
2 PointsIdentifies basic strategies with superficial implementation ideas mostly focused on one level.
Beginning
1 PointsStruggles to propose coherent strategies or plans for mitigation.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
What was the most surprising thing you learned about processed foods and their impact on health?
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Question 2
How has your understanding of nutrition and healthy eating changed as a result of this project?
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Question 3
In what ways do you think you can apply what you’ve learned to make healthier choices in your own life?
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Question 4
What was the most challenging aspect of this project, and how did you overcome it?
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Question 5
How effective do you think your community health campaign or nutrition guide would be in promoting healthier eating habits? What would you do differently next time?
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Question 6
To what extent do you agree with the claim that processed foods should be more heavily regulated?
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