Click here for .pdf to
download and print
Three 50-minute classes. Five to ten minutes per class once a week
for at least one month. The students will need time to examine and
record the conditions of Activity Two.
The packaging of food products serves several purposes. Foods should
be packaged to preserve contents safely, economically, retaining
the taste and consistency of the food. Using an example such as a
can of peaches students should list the possible reasons for this
type of packaging. Cans are easy to stack, ship, unbreakable, inexpensive,
preserve contents, recyclable. Labels on the can are attractive,
informative (weight, nutritional content of food, recipes, etc).
This lesson will suggest ways packaging helps to prevent food from
decaying. The buried body at the end of the video “Rotten But
Not Forgotten” was preserved for five years because of the
way it was wrapped shortly after death and before burying. The anaerobic
conditions greatly slowed down the decay process. The body had been
packaged to preserve.
Most foods are packaged with materials made of glass, plastics, paper, or combinations
of these. Plastics are often labeled with recycling numbers to indicate the composition
of the plastic. Some areas of the country recycle certain plastics as well as
glass, aluminum, steel, and paper. Some or all of a package may be recycled,
but what happens to the remaining materials that cannot be recycled? Often these
non-recyclables are land filled. What is the decay rate of these items in a landfill?
Students should research what happens to the items that cannot be recycled locally.
This research should include information about general local landfill construction
and operation.
Science
The learner will:
• Differentiate between the animal classes.
• Identify strategies animals use to protect themselves.
• Identify basic needs of animals.
• Explain the role of zoos in preventing animal extinction.
National Science Education Standards
http://www.nap.edu/books/0309053269/html/index.html
ACTIVITY ONE: Science and Technology,
Content Standard E: As a result of activities in grades 5-8,
all students should develop:
• Abilities of technological design;
• Understanding about science and technology.
ACTIVITY TWO: Science as Inquiry,
Content Standard A: As a result of activities in grades 5-8,
all students should develop
• Abilities necessary to do scientific inquiry;
• Understandings about scientific inquiry.
Louisiana Science Frameworks:
State Standards for Curriculum Development
http:www.doe.state.la.us/doe/assessment/standards/SCIENCE.pdf
SE-M-A4: Understanding that human actions can create risks
and consequences in the environment.ent.
• Worksheet 1: Package Dissection and Evaluation
• Worksheet 2: Food Packaging: The Good, the Better and the Best
• Worksheet 3: Mini Landfill Activity
PDF
