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Food Processing-Lesson PDF
Food Processing-Lesson PDF
FOOD PROCESSING
LESSON PLAN
Overview
Estimated lesson time: 115 minutes
Before this module, we recommend students become familiar with the vocabulary definitions for this
module. Refer to vocabulary builders for suggested activities.
10 min Introduction
Brainstorm and discussion
Students will share their existing knowledge about food processing and discuss
some of the essential questions (see below). A definition of food processing is
provided.
10 min Reflection
Journal and discussion
Students will reflect on the essential questions raised in this lesson.
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
Essential questions
Essential questions1 point to the big ideas of a module. They can be discussed, written on the board
and posed on essays and exams.
How do foods differ by their degree of processing?
Why and how are foods processed? Who benefits from food processing?
How do practices in the food processing industry affect food, people and the environment?
Learning objectives
Students will be able to:
Describe how foods differ by their degree of processing, and provide examples of products and
processing techniques that apply to each category;
Describe the reasons why foods are processed, provide examples of processing techniques that
apply to each reason and reflect on who (e.g., consumers or manufacturers) benefits most from
each technique;
Depict the steps involved in processing a common food item;
Explain the health, social and economic concerns associated with the food processing industry.
Materials
Foods and food ingredients that represent a range of levels of processing, such as fresh produce,
frozen produce, milk (unprocessed or minimally processed foods), flour, sugar, oil (processed
food ingredients), breakfast cereal, cookies and soda (highly processed foods). Its fine to bring
some foods that do not fit easily into these categoriesthis will prompt discussion.
Materials available on the Teaching the Food System website:
Background reading, intended to brief educators on the concepts covered in this module but also
suitable as a reading assignment for students
Vocabulary definitions
Slides
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
Introduction
10 min
Title slide
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
Overview
OVERVIEW
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
Essential questions
Essential questions
How do foods differ by their degree of
processing?
Why and how are foods processed? Who
benefits from food processing?
How do practices in the food processing
industry affect food, people and the
environment?
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
Give students a few moments to read the essential questions. Notify them
that they may be used after the lesson as exam or essay questions.
3
Food processing refers to the practices used by food and beverage industries to transform raw
plant and animal materials, such as grains, produce, meat and dairy, into products for
consumers.2-4 Nearly all of our food has been processed in some way.5
What are some examples of processed foods and food processing techniques?
Examples include freezing vegetables, milling wheat into flour and frying potato chips.
Slaughtering animals for meat is also sometimes considered a form of food processing.
Although some forms of food processing use the latest technology, others have been practiced
for centuries. Can you name some?
o Early Egyptians brewed beer and discovered how to bake leavened bread.3
In this curriculum, modern food processing is defined as taking place at a plant or factory.3 This
is distinct from food preparation, which usually takes place in kitchens.3 Many activities
washing and cooking, for exampleare common to both processing and preparation.
The companies that process foods are sometimes called food manufacturers.6
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
A search for processed food on Google brings up results with words and phrases like danger,
harmful and should be avoided.7 Why do you think processed food has garnered such media
criticism?
What do you think are the actual concerns associated with food processing? How do practices in
the food processing industry affect food, people and the environment?
While food processing can offer many benefits to businesses and consumers, certain aspects of
the industry raise concerns over nutrition, food safety, worker justice, local economies and the
environment.
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
10 min
Students will place foods on a continuum from less to more processed. The
lecture covers the differences between minimally processed foods, processed
food ingredients and highly processed foods.
Some foods are more processed than others. How do foods differ by their degree of processing?
o Some foods may undergo only a few processing steps, like washing or peeling, that dont
substantially change its structure or nutritional properties.
o Other foods undergo complex processing steps, often involving many different ingredients.
Present students with the foods and food ingredients (refer to Materials, above). If you brought in
enough products, split the class into groups and provide each group with a set of products.
o Alternatively, if you didnt bring in any foods or food ingredients, list several products on the
board and have students write their responses on paper.
Draw two arrows on the board, pointing to opposite ends of the classroom, labeled less processed
and more processed. Example:
Less Processed
More Processed
Have students (or groups) arrange their products in order from less processed to more processed,
using the directions indicated on the board as reference. Encourage students to examine each
product, including the ingredient labels (where available), for clues as to how processed it is.
Alternatively, have students place their products into categories that reflect how they have been
processed (if at all). For example, students might create categories for unprocessed food, minimally
processed food, processed food ingredients and highly processed food.
Once students have finished, ask them to explain why they arranged their products where they did.
If the class was split into groups, invite groups to critique others arrangements. The relative extent
of processing between some foods is subjective, so there may be more than one correct
arrangement.
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
OVERVIEW
Degrees of food processing
Why are foods processed?
How are foods processed?
Concerns over food processing
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
Washed
Peeled
Sliced
Juiced
Frozen
Dried
Fermented
Pasteurized
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
Fruit, vegetables, legumes, nuts, meat and milk are often sold in
minimally processed forms. Foods sold as such are not substantially
changed from their raw, unprocessed form and retain most of their
nutritional properties.5,8,9
After purchase, consumers may cook these foods and mix them with
other ingredients as part of their preparation.
Milled
Refined
Crushed
Exposed to
chemicals
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
This group includes flours, oils, fats, sugars, sweeteners, starches and
other ingredients. High fructose corn syrup, margarine and vegetable oil
are common examples.4 Processed food ingredients are rarely eaten
alone; they are typically used in cooking or in the manufacture of highly
processed foods.4
To create these ingredients, starting materials such as grains and oil
seeds may be milled, refined, crushed or exposed to chemicals.4 Unlike
minimal forms of processing, these techniques radically change the
nature of the original raw materials.4
Processed food ingredients tend to be nutrient-poor,4 meaning they
are high in calories relative to the amount of vitamins, minerals and
other key dietary nutrients.
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
Baked
Fried
Smoked
Toasted
Puffed
Shredded
Artificially flavored
Artificially colored
Sprayed with
vitamins
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
Many are designed with consumer convenience in mind.4 They are often
portable, can be eaten anywhere (while driving, working at the office
and watching TV, for example) and require little or no preparation.4,12
Discussions of processed foods in the popular media often refer to
products in this category.
Highly processed foods include snacks and desserts, such as cereal bars,
biscuits, chips, cakes and pastries, ice cream and soft drinks;4 as well as
breads, pasta, breakfast cereals and infant formula.4,5,12 Highly
processed animal products include smoked, canned, salted and cured
meats12 and products made from extruded remnants of meat, such as
nuggets, hot dogs and some sausages and burgers.5 Many vegetarian
alternatives to meat are also highly processed.12
Highly processed foods are made using techniques like mixing, baking,
frying, curing, smoking and the addition of vitamins and minerals.4
Does the degree to which a food has been processed tell you something
about how healthy it is? Can you think of a highly processed food that
you consider healthy, or a minimally processed food that you consider
unhealthy?
Given the wide variety of foods that could qualify as highly processed
and the lack of any clear, widely accepted criteria for defining them as
such, it is difficult to make any generalizations about the nutritional
value of highly processed foods. Some health professionals, however,
have expressed concern over the growing popularity of certain highly
processed foods in diets.5,13-15 These concerns are discussed further
below.
Ask students to revisit their continuum lines. See how they would rearrange their products
according to the three categories they just learned.
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
30 min
Students will brainstorm reasons why foods are processed, identify examples of
techniques that apply to each reason and identify those who benefit from those
techniques. The lecture that follows covers these topics in detail.
Brainstorm
Provide each student with a copy of the handout Why are foods processed?
Create a 3-column table on the board, with the headers Reasons foods processed Examples and
People and groups who benefit. Work together as a class to generate some initial responses.
Have students work in groups of 3-5 to generate additional responses on their handouts. Float
between groups, providing clues as needed.
Have students share their responses aloud. Write them on the board beneath the corresponding
headers. Provide guidance, as needed, so that the table on the board is roughly consistent with the
example below. Refer to the background reading for more details.
Examples of techniques
and foods:
To remove, destroy or
inhibit pathogens and
toxins (food safety)
To change flavor, texture,
aroma, color or form
(variety)
To reduce preparation
times and make food more
portable (convenience)
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
OVERVIEW
Degrees of food processing
Why are foods processed?
How are foods processed?
Concerns over food processing
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
Preservation
Salting meats
Fermenting dairy
Pickling vegetables
Canning
Pasteurizing milk
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
Preservation
Food safety
Food safety
Heating
Refrigerating
Freezing
Fermenting
Drying
Salting
Images of E. Coli bacteria.
Some strains can cause illness.
All images copyright.
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
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TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
Variety
Variety
Modifying:
Flavor
Texture
Aroma
Color
Form
Fritz. Essene bread. 2010. Available on Wikimedia Commons. Public domain.
All other images copyright.
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
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By modifying the flavors, textures, aromas, colors and form of foods and
raw ingredients, food processing can create greater variety in our food
supply.6,21 Grains, for example, can be milled into flour, which is then
used to make a wide variety of products.6,21
Grains are the core ingredients in most ready-to-eat breakfast cereals.
In 1860, Dr. J. H. Kellogg invented a form of granola-like cereal designed
to fit the austere diets of Seventh Day Adventists; he and his brother
later founded the company that bears his name.22
Changing the qualities of foods in these and other ways can make
products more appealing to some consumers,3 helping manufacturers
to increase sales in a highly competitive marketplace.
Convenience
Convenience
Convenience food
Fast food
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From 1966 to 1999, the amount of time U.S. adults ages 25 to 54 spent
cooking meals decreased by 25% (43% among women).25 Americans, in
general, are consuming fewer calories at home and more at full-service
and fast-food restaurants.26 These trends may reflect a growing demand
among busy consumers for convenient food.6
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
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Nutrition: Fortification
Nutrition: Fortification
Commonly fortified foods:
Salt, with iodine
Milk, with vitamin D
Grain products, with
folic acid, iron,
B vitamins
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
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Enrichment and fortification are two of the ways that processing can
restore or raise nutrient levels in food.
Enrichment means the restoration of some of the nutrients that are
lost during certain forms of processing, such as milling grains.22
Fortification goes a step further; it means adding certain nutrients
above the levels that naturally occur in a food.22
Nutrition: Fortification
Today, many foods are typically fortified in the U.S., including salt (with
iodine), milk (with vitamin D) and grain products (with thiamin, niacin,
riboflavin, iron and folic acid).20
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Some research also suggests that synthetic vitamins may not offer the
same nutritional benefits as vitamins that occur naturally in food.27
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Factors such as when the produce was harvested, how long it had been
stored and how it will be prepared determine whether the fresh, frozen
or canned version of a food is the most nutritious choice.28
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20 min
Group activity
OVERVIEW
Degrees of food processing
Why are foods processed?
How are foods processed?
Concerns over food processing
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
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After they are harvested, oranges are sent to a processing facility, usually
located near the orchard where they are grown;
Oranges are unloaded, washed and inspected for quality;
Oranges are mechanically sorted by size;
Oranges are directed to the most suitable juice extractor for their size;
After extraction, the pulp is separated from the juice using sieves and a
centrifuge;
Juice is preheated to a pasteurizing temperature;
Juice is heated to the point where much of the water evaporates, leaving a
concentrate;
During evaporation, some of the flavor components are lost. They are
reclaimed in a process called essence recovery and later added back into
the product;
Concentrate is cooled and kept in frozen storage tanks;
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
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Carcasses are cut up (into breast meat, drumsticks, etc.) and deboned;
Meat cuts are packaged and shipped out for sale or further processing.29
Chicken nuggets
Chicken nuggets
1. Mechanical deboning
2. Mixing w/other
ingredients
3. Forming
4. Dusting, battering,
breading
5. Par frying
6. Freezing and packaging
7. Deep frying
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
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Fast food restaurants typically use nuggets that have been partially fried
(par-fried) before freezing. When they are prepared at the restaurant, they
are deep-fried again before serving. 31
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30 min
The lecture will cover dietary and food safety concerns, worker justice impacts,
changes in the food processing industry (concentration and consolidation) and
the environmental and health concerns related to food packaging.
OVERVIEW
Degrees of food processing
Why are foods processed?
How are foods processed?
Concerns over food processing
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
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TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
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Breads and snack foods are often made with refined grainsgrains
that have been processed to remove the bran and germ, which contain
important nutrients like B-vitamins, iron and fiber.34 Since fortification
replaces only a small fraction of nutrients in the diet, 100 percent
whole grains and other whole foods are recommended over refined
alternatives.20
The convenience that many highly processed foods offer may also
encourage unhealthy eating patterns, such as skipping meals and
overconsuming calories.5
Premium products
Premium products
Versions of highly processed foods with:
Less sugar
Less fat
Less salt
Less cholesterol
No trans fats
Fortifications
Lays are copyright Frito-Lay North America, Inc.
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Food safety
Food safety
2009 recall of over 2,000
products made w/peanut meal:
Peanut butter
Cookies
Crackers
Cereal
Candy
Ice cream
Pet food
USDA ARS.
Food safety inspectors at a
poultry processing plant.
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
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The FDA has been criticized for inadequately inspecting food processing
facilities.37,38 To help address this gap, the FDA has been advised to hire
more food safety inspectors and provide them with additional
training.37
Worker justice
Worker justice
Dangerous tasks
Hazardous conditions
Inadequate training
High injury rates
No compensation
Smuggled illegal
immigrants
Threats against
organizing
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These and other threats of retribution can squelch efforts on the part of
employees to organize unions.40
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
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Industry concentration
Industry concentration
Small number of
corporations control
processing industry
Affects farmers,
consumers
Farmers
Processors
Retailers
Consumers
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
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The U.S. food system has been compared to an hourglass:42 at the top
are many producers, at the bottom millions of consumers. The narrow
part of the hourglass represents the small number of companies that
largely control how food is passed between producers and consumers.
The industries at this bottleneck, including food processors and
retailers, can have considerable influence over who produces food, how
it is produced and what is eaten.42,43
Farmers may have fewer choices of where to bring their crops and
animals for processing.43
Industry consolidation
Industry consolidation
Larger, fewer
processing plants
Producers left without
means to process
Farmers
Processors
Retailers
Consumers
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
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Regional
processors
Farmers
Processors
Retailers
Consumers
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
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In some areas, the addition of more regional and local food processors
may help loosen the bottleneck between producers and consumers by
offering farmers more options on where to process their goods.48,49
Partnering with nearby processing and slaughtering facilities can also
help farmers sell their products directly to consumers, as opposed to
shipping their products to a far-off facility.50
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
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Packaging waste
Packaging waste
Reduce, Reuse, Recycle!
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
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Chemicals in packaging
Chemicals in packaging
BPA linked to:
Cardiovascular
disease
Diabetes
Male sexual
dysfunction
Certain cancers
Changes to immune
function
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
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10 min
Reflection
Processing food offers many benefitsit can enhance preservation, reduce food safety risks and
create greater variety in the food supply.
The practices and ingredients used in some highly processed foods raise dietary concerns, while
the nature of the current food processing industry can have a negative impact on food safety,
worker justice, the economy and the environment.
In their journals, students will revisit one of the following essential questions:
o How do foods differ by their degree of processing?
o Why and how are foods processed? Who benefits from food processing?
o How do practices in the food processing industry affect food, people and the environment?
Invite volunteers to share responses.
TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
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TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
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TEACHING THE FOOD SYSTEM | A PROJECT OF THE JOHNS HOPKINS CENTER FOR A LIVABLE FUTURE
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