Energy, Environment, and Health

CONTENTS OF CURRICULUM UNIT 12.07.09

  1. Unit Guide
  1. Introduction
  2. Demographic Information
  3. Rationale
  4. Background Information for Teachers
  5. Content Objectives
  6. Teaching Strategies and Classroom Activities with List of Teaching Materials
  7. Subunit 1: Food Processing
  8. Subunit 2: Marketing and the American Diet
  9. Subunit 3: Comparing Local Student Diets to Global Diets
  10. Resources
  11. Appendix A: Implementing District Standards
  12. Appendix B: Resources for Curriculum Unit
  13. Endnotes

Processed Food for Thought: Exploring Chemical Additives in Processed Foods

Ann Makiko Shioji

Published September 2012

Tools for this Unit:

Subunit 2: Marketing and the American Diet

The following activities will help students explore why so many Americans are obese and undernourished at the same time.

1. A Look at Advertising: Students will view commercials for junk foods. Students will determine the target audience for each commercial and provide evidence that the commercial is advertising to that audience. Students will then discuss why the corporation would market to that particular audience (commercials include advertisements for McDonald's, Burger King, Coca-Cola, and 3 Musketeers Light). We will conclude the discussion with a quote from Marion Nestle, "Food companies will make and market any product that sells, regardless of its nutritional value or its effect on health. In this regard, food companies hardly differ from cigarette companies. 43"

2. Questioning Advertisements: Students will notice that there are not health food advertisements by farmers ("Strawberries aren't labeled as having ten percent of a daily recommended vitamin. Real food doesn't need decorations or high-pressure advertising. 44").

  • a. Vitamin and Mineral Readings: Students will complete a reading with questions about the essential vitamins and minerals needed for optimal health. Readings include information on toxicity and deficiency for vitamins and minerals, in addition to the daily recommended values 45.
  • b. Healthy Food Commercial: Individually, students will read "Snack Food can be Real Food. 46" Then, in groups, students will pick a healthy snack and create an advertisement that markets to their age group while advertising the vitamin and mineral benefits of this healthy snack.

Comments:

Be the first to comment on this unit!

Add a Comment

Characters Left: 500

Unit Survey
Feedback