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Your Name: Rhayne Moorcones

Title of Lesson: Its About Labeling
Grade: 6th


6. SL. 4. Present claims and findings, sequencing ideas logically and using pertinent
descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact,
adequate volume, and clear pronunciation.

6.W.8 Gather relevant information from multiple print and digital sources; assess the credibility
of each source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and providing basic bibliographic information for sources.


Food labels is often a convoluted topic in that peoples information on the products they
consume can often be limited, due to some of the labeling requirements the United States.
Furthermore, many Americans, in particularly young Americans do not often considering the
labeling on food products. Leaving many to blindly consume. On the other hand, there are many
whom hold misconceptions toward some of the processes involved in food production.
Additives, preservatives, and GMOs are among some of the more widely debated topics within
food production. Thusly, I thought combining such topics in an open-ended way would allow
students to navigate these topics within a safe realm, as students may debate amongst these
topics in relation to a product they are familiar.


Objective: SWBAT synthesize their understanding of food labels, preservatives, GMOs, and
organic foods into a presentation which addresses the nutrition of a specific chip brand.

- Explicit: I can gather information from food labels, the internet, and the telephone to
gather nutritional information about a product.

- Sub-Objectives:
* SWBAT interpret a food label for nutritional data
*SWBAT process this nutritional data by gathering information directly from the chips
* SWBAT synthesize all this information into a presentation which assess the accuracy
of a nutrition for a specific brand of chips.

Students will be grouped into fours and each group will be given a a specific brand of
chips. Such brands will include: Lays, Ruffles, PopChips, Tostitos, Kettle, Sun Chips,
Food Should Taste Good, Pringles, UTZ, and Poore Brothers.
- Once given their brand students will be provided a small sample of the brands chips
and a nutrition label.

Students will be asked to take observations of the chips themselves and the nutrition label
in their science notebook.
- From these observations students will develop questions about the brand before
moving to the internet to see if they can answer their questions through research via
the brands website. If students are unable to gather information about the brand from
their website, they may wish to contact the brand by telephone to see if their
questions can be answered.
- The process of gathering and what questions can be gathered will be documented in
their science notebooks.

At the end of this process students will share their process and what information they
were able to gather with the entire class.
- Students must also align this information with information developed from the video
and PowerPoint explored within the lesson.
- The presentation may take place as an opener for day two and students may continue
the process at home as homework if extra time is needed.

Students need to understand the expectations for presentations and plagiarism
o Presentation Expectations:
- Adequate volume
- Clear pronunciation
- Eye Contact
- Relation to facts that align with main idea
- Presentation both visually and textually appealing
Includes graphics and full sentences

o Plagiarism Definition:
- To steal someone elses work and claim to as your own
Never acceptable


- Science Notebooks (One Per Student)

- Pencils (One Per Student)
- Chips: Lays, Ruffles, PopChips, Tostitos, Kettle, Sun Chips, Food Should Taste Good,
Pringles, UTZ, and Poore Brothers
- Cell Phones (May be students personal (two per group))
- Projector
- Projection Screen
- Computer
- Internet Access
- Access to PowerPoint
- Laptops (Two per group minimum)


Additives: substance added to something in small quantities, typically to improve or

preserve it.

Flavoring: substance used to give a different, stronger, or more agreeable taste to food
or drink.

Preservatives: substance used to preserve food.

MSG: Monosodium glutamate is a flavor enhancer commonly found within processed


GMO: genetically modified organism is an organism whose genome has been altered by
the techniques of genetic engineering so that its DNA contains one or more genes not
normally found there.

Nutrition Facts Label: Label on back of consumables and other items providing
information about the manufacturing and processing of that product.

Students will be asked to participate in a brainstorming session.

To start the session the teacher will ask students to consider if a bag of fruit snacks is
- Students will be asked to reflect on the question and share their opinions

After the students have had an opportunity to share their opinion the instructor will write
students thoughts into a two-column diagram.
- One side of the diagram being reasoning for nutrition.
- Other side of diagram being reasoning for non-nutrition.

After 3 examples for each side are collected the instructor will explain that students can
answer this question more clearly by taking a look at the food label.
Instructor will then move into nutrition label PowerPoint

Direction Instruction:
To begin students will be introduced to the nutrition label.
- Students will go over the nutrition facts label, examining each of the parts and their
- This will be followed by an examination of additives, MSG, flavoring, and GMO's.

The teacher will introduce students to the topics by providing them with definitions and
elaboration through a discussion outlined within a power point.
- Students will follow along with this discussion through verbal responses and the
collection of written notes within their science notebooks.
- The power point and content guiding the discussion is based off of information pulled
from United States Department of Agriculture Food Safety and Inspection
Service and the Food and Drug Administration; linked below.

Guided Practice:
Students will be asked to watch a series of videos discussing preservatives, GMO's, and
organic food.
- Students will develop a pro's and con's list for each topic; so as to include a paragraph
advocating for the use or non-use of each within food production.

Students will begin by watching a video from TED Ed about preservatives.


Students will follow this by watching a video from Eye of Nye about GMO's.


Once completed, the students will return their focus to organic farming by watching a
video by Fuse School-Global Education which discusses organic farming.

After completing these videos Students will be asked to walk on a line of

agreeance within the room to illustrate how much they agree with the continuation of
these aspects of agriculture.
- Students who agree with the continuation will go to the left, students who want it to
stop will go to the right, and students who wish to see regulation or moderation within
the use will stand in the middle.
- From here students from all three sections will be asked to share their reasoning with
the class.


Inventure Foods INC. (2017). Poore Brothers. Website.

Nye, B. (2013, November, 13). GMO Foods. Eyes of Nye. BallawdeQuincewold. YouTube.

FDA. (2017, February, 10). How to Understand and Use Nutrition Facts Label.

FDA. (2014, August). Additives in Meat and Poultry Products. Website. e76b562dd94c/

FDA. (2011, March). Natural Flavoring of Meat and Poultry. Website. 2b6d4f73db86/

Food Should Taste This Good. (2017). Home, Website.

Frito Lay. (2017). Lays. Website.

Frito Lay. (2017). Ruffles. Website.

Frito Lay. (2017). Tostitos. Website.

Frito Lay. (2017). Sun Chips. Website.

Fuse School. (2016, November, 17). What is Organic Farming?. Fuse School-Global
Education. YouTube.

Kettle Foods. (2017). Home, Website.
Nelson, E. (2016, November, 8). Are Food Preservatives Bad For You?. Ted-Ed. YouTube.

Pop Chips. (2017). Home, Website.

Pringles. (2016). Home, Website.
&utm_source=google&utm_medium=cpc&utm_term =pringles&utm_content=Pringles-

UTZ. (2017). Home, Website.


This lesson connects to values thinking. Values thinking was selected for this topic because, for
one it is the opener to the rest of the activates and two the activity is about food labeling which
can prove to be of controversy for some. As such it is imperative that students feel safe enough to
share their own opinion regarding the topic, while at the same time, being able to carefully listen
to the opinions of others; to grow their own understanding. Such a processing will not only prove
valuable for students as they navigate the transitions of this lesson but will be beneficial for them
in their future. As citizens of the world we often share differing opinions on the operation of the
planet in which we reside. Such opinions then lead us into debates which occur in both every day
and political life. As part of this globalized system, it is your civic duty, and the civic duty of
others, to communicate such opinions regarding everyday choices, political decisions, and global
crisis. Such communication must then comingle with the communication of others upon such a
platform; allowing for each voice to share equal floor space. This platform then allows for others
to evaluate their own values, along with that of others, to cultivate new pathways of navigating
challenges. Thusly, such a navigation not only presents its self as promising for the topic of food
labeling but for many other topics regarding our everyday decisions.