Banned Foods Discovery

Curriculum Alignment

Health Education Standards (8th Grade):

• NHES Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
• NHES Standard 3: Students will access valid information, products, and services to enhance health.
• NHES Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Purpose of Lesson:
This lesson will teach students to critically evaluate food products available in the U.S. while developing digital literacy skills by engaging in an online scavenger hunt. The activity will raise awareness of banned food items in other countries and their potential health implications.

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Lesson Details

Lesson Objective

By the end of the lesson, students will:

1. Learn about 5-7 foods that are banned in other countries but allowed in the U.S.
2. Understand the health risks and additives associated with these foods.
3. Develop critical thinking and analytical skills to evaluate the food they consume.
4. Create a mini-presentation to summarize their findings.

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Lesson Plan

Materials Needed

• Computers, laptops, or tablets with internet access (1 per student or 1 per group).
• Scavenger hunt worksheets (digital or printable).
• Digital/shared whiteboard (e.g., Jamboard, Padlet, or Google Slides) for collaboration.
• PDF document (created by teacher) with approved food-related websites/resources.

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Lesson Outline (90 Minutes)

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1. Introduction (10 Minutes)

A. Hook: "Can We Eat That?" (5 minutes)

1. Start by showing a slideshow of food products such as candy with artificial dyes, brominated vegetable oil (found in some sodas), and processed meats treated with nitrates.
2. Ask students:
   • "Did you know that some countries have banned these items?"
   • "Why do you think these foods might be banned?"
3. Briefly discuss what food additives are. Explain that the U.S. allows some chemicals in our food that other countries have banned because of health concerns.

B. State Objectives (5 minutes)

Explain the goals of the lesson: students will investigate banned foods in other countries, analyze the reasons why they're banned, and discuss what this might mean for their own food choices.

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2. Online Scavenger Hunt (45 Minutes)

A. Instructions for the Scavenger Hunt (10 minutes)

1. Divide students into pairs or groups of three.

2. Hand out the scavenger hunt worksheets, which include specific questions and tasks such as:

   • "Find examples of 5 foods that are banned in other countries but allowed in the U.S."
   • "Identify the ingredient(s) in each food that caused the ban."
   • "List the health risks or conditions linked to these ingredients."
   • "Which countries have banned it and why?"
   • "What are some healthier alternatives for the food?"

3. Direct them to use the approved resource list in the provided PDF to ensure they're finding accurate and age-appropriate information.

B. Research in Progress (25 minutes)

• Students access computers or tablets, review websites, and document their findings on the worksheet.
• Encourage them to follow the scavenger hunt trail to learn as much as possible.
• Teachers move around the room to provide assistance and prompt critical thinking:
  • "What surprises you about what you’re finding?"
  • "Do you think we should eat these foods in the U.S.?"

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3. Synthesis Activity: Group Share and Debate (20 Minutes)

A. Mini-Presentations (15 minutes)

1. Groups take turns presenting one of the foods they researched. They should:
   • Name the food and ingredient(s) of concern.
   • Explain which countries banned it and why.
   • Share the potential health risks.
   • Offer an alternative or safer option.

Encourage students to be creative—presentations can be spoken summaries, quick roleplays, or even drawings of food labels.

B. Discussion and Reflection (5 minutes)

1. As a class, discuss:
   • "Should the U.S. ban these foods too?"
   • "What can we do as consumers to make healthier food choices?"

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4. Closing and Exit Activity (15 Minutes)

A. Exit Reflection

• Give students sticky notes or a digital form to complete a quick reflection:
  • "What surprised you most about today’s activity?"
  • "What is one change you could make in how you look at food labels?"

B. Homework (Optional)

• Assign students to take a food label from their pantry or fridge at home and research 1-2 ingredients. Ask them to determine whether those ingredients are banned anywhere else and why.

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Differentiation Strategies

1. For Advanced Students:

   • Encourage them to look beyond just banned foods and explore entire production processes or ethical concerns in food manufacturing.

2. For Students Needing Additional Support:

   • Pair them with peers who can guide them during the scavenger hunt.
   • Provide pre-filled examples in the worksheet to scaffold their research.

3. For Students With Limited Digital Access:

   • Provide printed versions of specific websites or articles for research purposes.

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Assessment

1. Formative Assessment:

   • Monitor group discussions during the scavenger hunt.
   • Observe active participation in mini-presentations.

2. Summative Assessment:

   • Evaluate scavenger hunt worksheets for completeness and accuracy.
   • Grade group mini-presentations based on how well they articulate their findings.

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Extension Ideas

1. Plan a follow-up lesson where students create posters advocating for healthier school snacks or policies limiting unhealthy additives.
2. Invite a nutritionist or public health expert to discuss labels and additives with the class in greater depth.

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Teacher Reflection

After the lesson, ask yourself:

1. Did students actively engage with the scavenger hunt?
2. Did they show a deeper understanding of food safety and additive concerns?
3. Should I adjust the format of research or discussion to better meet their needs in the future?

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By blending digital media with health education, this lesson both informs and challenges students to think critically about the foods they consume while meeting U.S. educational standards in a fun and interactive way.