Food Inc Video Assignment Sheet Template

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August 9, 2011 Update

Watch an exclusive video interview with Robert Kenner.

POV: Have there been any new developments since last year's broadcast?

Robert Kenner: A version of Kevin's Law passed Congress. (Kevin, the son of Barb Kowalcyk, is the boy who died from eating a contaminated burger.) President Obama signed the Food Safety Modernization Act, giving the Food and Drug Administration power to inspect high-risk facilities, test for pathogens and order the recall of contaminated food. But now Tom Coburn, a Republican senator from Oklahoma, is fighting to cut its funding. These new safety measures will cost $300 million a year. Putting that in perspective, the annual cost of foodborne illness in the United States is 300 times that number — about $100 billion. If we're truly serious about reducing our deficit, wouldn't we want to support food safety measures?

There's also been a lot of GMO activity. The Department of Agriculture approved the use of genetically modified alfalfa without any restrictions. The FDA is seriously considering whether to approve the first genetically engineered animal for human consumption — salmon that can grow at twice the normal rate. Next in the pipeline, we're hearing, is an "enviropig" with less phosphorus pollution in its manure. The question I ask is, Shouldn't these products be labeled GMO? Shouldn't we have the right to know what's in our food?

Do you have any updates on any of the other subjects from Food, Inc.?

Kenner:Carole Morison has made the decision to transition her hen operation. She's moving from conventionally raised to pasture-based, antibiotic-free practices. Her operation will be certified by Animal Welfare Approved, the country's highest standard for humanely raised farm animals.

Are you working on any new projects in the food arena?

Kenner: We're putting together a new project called FixFood, launching in October. It will be an experiment in using video and social media to help bring about change in our food system. I'm really excited by the possibilities and think social media will play an increasing role in filmmaking. FixFood is about encouraging the public to take action. We're going to have very clear asks, things that viewers can do right after watching our videos. The goal, ultimately, is to help bring healthier, more sustainable food to families everywhere.

April 21, 2010 Update

POV: Food, Inc. has received so much critical acclaim and was even nominated for an Academy Award. What in all of this has been the most important outcome for you after spending years making Food, Inc.?

Robert Kenner: Food, Inc. is part of a growing food movement. It's a very passionate movement that overlaps with the environmental movement and
includes people concerned about animal welfare, worker's rights, national health, and limits on corporate power. The impact of this movement will fundamentally change the food that we're eating, which is important because without significant changes, affordable health care in this country will not be possible.

We were invited to Washington to screen for the U.S. Secretary of Agriculture who said if you build a movement we will follow. They don't want to get out in front, but if people are ready to stand up and fight for it, it becomes much easier for Washington to make changes. The U.S. Attorney General subsequently held hearings about monopolistic practices in regards to Monsanto. Hopefully this is the beginning of a formal investigation into Monsanto's total control of certain areas of the seed market.

What impact has the film had in terms of substantive change?

Kenner: The health care bill includes a law providing menu labeling (something the film addressed) which is fantastic to see. Barb wrote about what's happening with Kevin's law and the FDA in her section.

What change would you still like to see?

Kenner: Important changes are starting to happen, but what I would most like to see is more transparency. We should have the right to know what we're eating. If we live in a free society, in a free market people should be able to make choices based on information and at the moment we're being denied a lot of that information.

What do you hope viewers will do after watching the film?

Kenner: I would hope that viewers become conscious that their eating habits have major consequences beyond just their health. The big goal of Food, Inc. was to get people to recognize that their choices really matter and to vote three times a day about this food system — to vote on behalf of ourselves, the workers, and ultimately our planet.

What has surprised you most in terms of the impact that the film has
had in the United States? Globally?

Kenner: I was surprised and thrilled that the film has appealed to audiences across ideological camps. Evangelical groups have been distributing the film to their congregations and recently in London, Rupert Murdoch distributed tens of thousands of Food, Inc. DVDs with the London Sunday Times.

What are you working on now?

Kenner: I'm working on a series of films about sustainability, a film about unchecked corporate power, and a film for HBO about online relationships.

Download the Lesson Plan PDF

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INTRODUCTION:
This lesson plan utilizes the film and POV's website resources for Food, Inc., a documentary that examines food in the United States and the industry that produces it. Students can use these materials to explore what consumers should be able to learn about food from Nutrition Facts panels.

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OBJECTIVES

By the end of this lesson, students will:

  • Use viewing skills and strategies to understand and interpret a film clip.
  • Identify corn-derived ingredients listed on Nutrition Facts panels of food packaging.
  • Analyze and discuss what details should be provided on Nutrition Facts panels.
  • Develop personal philosophy statements about what consumers should be able to learn about their food from Nutrition Facts panels.

GRADE LEVELS: 6-12

SUBJECT AREAS: Economics, Civics, U.S. History, Health, Current Events, Language Arts

MATERIALS:

  • Method of showing the entire class online video clips and allowing student groups to conduct research on the Web.
  • Handout: Corn-derived Ingredients (PDF)

ESTIMATED TIME NEEDED: One 50-minute class period

FILM CLIP:
Clip from Food, Inc.: "A Cornucopia of Choices" (length 4:55)
The clip begins at 17:06 with author Michael Pollan sitting at his computer and ends at 22:01 with a shot of packaged meat at a supermarket and the voice-over saying, "...had we not fed them this diet of cheap grain."


ACTIVITY

  1. For this activity, ask each student in advance to bring in a food container or a food label that has a Nutrition Facts panel on it.
  2. Begin the activity either by showing the class an image of a cheeseburger, French fries and a milkshake (search on Flickr) or by placing the real thing on a table at the front of the classroom. Ask students what these three foods have in common. Let students share their ideas, and then explain that they are all made with or from corn. The meat comes from corn-fed cattle, the bun and condiments contain high fructose corn syrup and the fries are cooked in corn oil. Even the shake contains corn syrup solids and cellulose gum derived from corn. Often, people will order a soft drink with a burger instead of a milkshake, and soft drinks, too, contain high fructose corn syrup. In fact, a study of fast food published by the National Academy of Sciences found that 160 food products purchased at Wendy's restaurants across the United States all contained some form of corn.
  3. Explain that many of the foods available at the grocery store also contain corn. Then, show the film clip. Set up the clip by telling students that Michael Pollan is an author who has written books about the U.S. food industry.
  4. Display or distribute the list of corn-derived ingredients provided in the Materials section of this lesson plan. Have groups of three or four students examine the ingredients listed on their food packaging and make a list of any corn-based ingredients they find. If an ingredient is found on more than one package, students can add tally marks next to that ingredient on the list. Ask a member of each group to report that group's findings to the class.
  5. Discuss:
    • Which corn-derived ingredients are most commonly found in the sample of foods examined in class?
    • What kinds of food typically contain ingredients derived from corn? Do students consider these foods "healthy"? Why or why not?
    • How frequently do students eat these foods?
    • How do students feel about the idea that corn has been "hiding" in these foods, often behind different names?
    • How frequently do students read the Nutrition Facts panels on the foods they eat?
    • How much do students want to know about the ingredients in their food?
    • Who should decide what information is provided on food labels? Consumers? The government? The food industry?
  6. Conclude the activity by challenging students to write individual personal philosophy statements about what consumers should be able to learn about their food from Nutrition Facts panels.

ASSESSMENT SUGGESTIONS
Students can be assessed on:

  • Participation in the group work.
  • Contributions to class discussions.
  • The organization and content of their personal philosophy statements.


EXTENSIONS & ADAPTATIONS

  • Practice eating more healthful food. Challenge students to develop menus for one full day of eating that only include foods that haven't been processed. To get them started, read and discuss the excerpt from Michael Pollan's Food Rules and our favorite food lists at the POV website. Have students develop and carry out their meal plans and then report back on their experiences in journal entries or oral reports.
  • Learn more about your school's cafeteria food. Develop a class set of standards to measure the quality of school lunch. Then analyze a week's worth of school lunches based on this criteria. Is nutritional information available for your school's cafeteria food? If not, why not? Review the school lunch photo gallery to see how your school compares, and add a photo of the food from your lunchroom.
  • Tour a food label. Have students take the food packaging they brought in for the main activity and write up tours of their food labels using Food Smarts: Understanding Food Labels as a model. Afterwards, ask students if they think food labels provide enough information to consumers. If not, what additional information would students like to see?
  • Conduct an informal study that examines how menu labeling affects our eating choices. Using a study by the Seattle Children's Research Institute as a model, find out whether providing calorie counts on menus influences what foods we choose to eat. Prepare two sets of fast-food menus with a variety of typical fast-food items plus pictures, prices and names for each. On one set of menus, also show the related calories for each item. Invite some other classes or a group of students in the cafeteria to look at a menu and circle the foods they would choose for themselves. Then, analyze the resulting data and form conclusions.
  • Explore misleading claims on food packaging. Review A Brief History of Food and Nutrition Labeling and note the various food industry labeling programs that have been developed since 1990. Can students find any of these messages on the containers they brought in for the main activity? Discuss whether or not such labeling benefits consumers. Then have groups of two or three students write news stories and create visuals that draw from key sections of the report Food Labeling Chaos from the Center for Science in the Public Interest. A helpful and succinct article based on this report outlines Six Meaningless Claims on Food Labels. Ask students to organize their materials into a class newscast.


RESOURCES

Food Labeling
This excerpt from the Code of Federal Regulations outlines the requirements for food labeling.

Why the Fries Taste Good
This chapter from Eric Schlosser's Fast Food Nation looks at the history, science and business of this fast food staple.


STANDARDS

These standards are drawn from "Content Knowledge," a compilation of content standards and benchmarks for K-12 curriculum by McRel (Mid-continent Research for Education and Learning)

Agricultural Education

Standard 1: Understands the connections between agriculture and society.

Family/Consumer Sciences

Standard 12: Understands how knowledge and skills related to nutrition and food affect the well-being of individuals, families and society.

Health

Standard 6: Understands essential concepts about nutrition and diet.

Standard 7: Knows how to maintain and promote personal health.

Language Arts

Standard 1: Uses the general skills and strategies of the writing process.

Standard 7: Uses reading skills and strategies to understand and interpret a variety of informational texts.

Standard 9: Uses viewing skills and strategies to understand and interpret visual media.

United States History

Standard 31: Understands economic, social and cultural developments in the contemporary United States.


ABOUT THE AUTHOR
Cari Ladd, M.Ed., is an educational writer with a background in secondary education and media development. Previously, she served as PBS Interactive's director of education, overseeing the development of curricular resources tied to PBS programs, the PBS TeacherSource website (now PBS Teachers), and online teacher professional development services. She has also taught in Maryland and northern Virginia.

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