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Comprender el Proceso de Producción de Alimentos

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Comprender el Proceso de Producción de Alimentos

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Los estudiantes podrán identificar y comprender las etapas básicas del proceso de producción de alimentos, desde la cosecha hasta el producto final listo para el consumo.

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¿Cómo se producen los alimentos que comemos?

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Farms and Food for Kids | Learn how food comes from a farm to your table

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La maestra explicará las diferentes etapas del proceso de producción de alimentos, incluyendo la cosecha, el procesamiento, el empaquetado y la distribución.

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Los estudiantes se dividirán en grupos pequeños para discutir y ordenar tarjetas ilustradas que muestran las diferentes etapas del proceso de producción de alimentos.

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People have been trying to keep food from spoiling for thousands of years. In cold climates, humans would refrigerate or freeze food using snow or ice. In hot climates, humans would dry foods in the Sun. Today, many people use a number of old and modern methods of food processing.

Drying

Ancient people left fresh meat, fruits, and vegetables in the Sun and wind to remove moisture. The dried food did not spoil as quickly. This is because the microorganisms inside food need water to grow. Today people often use machines in factories to dry food. Fruits, vegetables, milk, potatoes, soup mixes, and meats may be processed this way.

Meats and fish are sometimes dried by smoking. The meat is hung or placed on racks in a room that contains smoke from a hardwood fire. The meat may be smoked for a few hours or several days, depending on the type of meat. Chemicals in the woodsmoke also preserve the meat.

Fermenting

Fermentation is a chemical change that happens in vegetable and animal substances. For thousands of years people have used fermentation to make bread, wine, beer, cheese, and other foods. Fermentation controls the growth of microorganisms. It kills some microorganisms and allows others that are not harmful to grow. The harmless yeast, bacteria, or mold that grows creates substances called enzymes. The enzymes break down food into chemicals. The result is a new food product that does not spoil as quickly. Cheese comes from milk or cream that has been fermented by bacteria. Soy sauce is made from fermented soybeans.

Refrigerating and Freezing

Cooling or freezing food slows the growth of the microorganisms within it. Long before refrigerators were invented, people would freeze food in snow and ice or cool food in streams and caves. Underground cellars beneath houses were cool, dry places where people stored food. Icehouses were insulated buildings containing ice. They were built outside of people's homes to store food. People's kitchens also had iceboxes, which were insulated boxes filled with ice for storing food. Ice was delivered to homes to fill the icehouses or iceboxes. Mechanical refrigeration and freezing developed in the 1800s. This allowed for perishable foods to be kept longer and shipped to other areas.

Adding Chemicals

Sometimes chemicals are added to food to delay the growth of microorganisms. For thousands of years, honey and sugar have been added to fruit to preserve it. Sugar continues to be an important ingredient in jams, jellies, and marmalades. Vinegar and salt have long been used to pickle vegetables and meat. The process of curing meat may use some combination of salt, sugar, vinegar, nitrite, and nitrate. Ascorbic acid, or vitamin C, is often added to sliced apples and peaches to keep them from turning brown.

Heating

Canning is a process that uses heat to kill microorganisms in food. The heated food is sealed in cans or jars. The food cools and forms a vacuum seal, which prevents any microorganisms from entering the container. Methods of canning developed throughout the 1800s as people learned more about microorganisms.

In the mid-1800s, scientist Louis Pasteur studied the effects of microorganisms on food. His studies led to a process known as pasteurization. The process involves treating food with mild levels of heat. Foods such as milk and fruit juices are treated in this way.

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Most fresh foods can spoil within a few days. People have developed many ways to preserve food. The science of preserving foods is called food processing. What Causes Food to...

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Cada estudiante dibujará y etiquetará su propio diagrama del proceso de producción de alimentos.

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Para estudiantes avanzados, se les pedirá que investiguen un producto alimenticio específico y presenten el proceso de producción completo utilizando Padlet.

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Show the children the Processing food from land and sea presentation. (This shows a variety of food and asks children to suggest the food origins.)

Question the children:

Where does each of these food start (its origin)?

What happens to it before they reach us?

What processes has it been through?

Show children the Milk, From wheat to bread, Fishing and Poultry farming (the hatchery, the breeding farm, the broiler farm, the rearing farm) videos to increase their understanding of what happened to these foods before they reach us. Question the children to ensure they understand the stages. For example:
Activity 2 - We process food at home to make it edible and safe.
To demonstrate how we process food at home to make it edible and safe, show children a range of food and ask them to discuss what needs to be done to each.

You could use the Processing food to make it edible and safe presentation or place the following foods in a shopping bag:

a small bag of flour;

a carrot;

a potato;

raw beef mince (an empty, clean package);

a small box of eggs.

For each food, pose the following questions to the children:

Can we eat this now? Why not?

What do we have to do before we can eat it? (It may have to be washed, peeled, combined with other ingredients and/or cooked.)

Why do we have to wash ingredients? (To remove any dirt or insects and ensure they are clean.)

Why do we have to cook foods, such as eggs and meat? (To destroy any harmful bacteria and make them safe to eat.)

Which of these ingredients have you eaten?

Name five examples of dishes which can be made with this food.

Show children some or all of the following videos:

Question the children:

What ingredients were used?

What happened to each ingredient?

What processes does each ingredient have to go through before it is eaten?

Give children a copy of the What's happening? worksheet so they can record how one of the dishes was made.

Allow the children to make one of the recipes suggested. As the cooking takes place, question the children about the processes the ingredients are going through. For guidance and support setting up cooking lessons, find out more with these resources Food food hygiene and safety practices.
Activity 3 - Food is processed on a large scale to make it edible and safe to eat.
Talk to the children about food being processed on a large scale to feed lots of people. Can they name any examples of how this is done in the UK? You could prompt them to consider:

processing food so that it is ready to cook (such as washed raw potatoes or carrots) or eat (such as fresh fruit);

processing milk so it is safe to drink, or making cheese and bread;

processing food to make it last longer, such as frozen peas and canned sweetcorn;

creating meals or dishes that can be eaten or cooked at home, such as fish fingers, lasagne and salad pots;

cooking meals or dishes for sale in restaurants, café, bakeries and sandwich shops.

Question the children:

Apart from at home, where else can you get ready-to-eat food? (Restaurants, café, bakeries, sandwich shops.)

Where have you been to eat food?

How do you think it is different preparing food in a restaurant, school canteen, bakery or café than it is at home? (Much more is made; fridges, ovens, grills are much bigger; machines may be used in the preparation or packing.)

Show children the Where does it come from? video. Talk to the children about the clip:

What did the children eat?

Why were they surprised when their food first arrived? (It had not been prepared or cooked.)

How was the food prepared?

Have you ever eaten a pizza in a restaurant? Did you see it being made?

Explain that restaurants need to have lots of ingredients prepared because they have to make a lot of food. They need to have large ovens and special equipment to cook so much food. Explain that although lots of restaurants in the UK serve dishes which originate in different countries, many of the ingredients used can be produced in the UK.

Ask the children to draw a map of their local area or high street and draw and label all the places where they can buy ready to eat food and give some examples of the food available. Ask the children to share their work. Talk about the places the children have mapped:

Which places have you mapped?

Who has eaten at these places?

What food did you have?

Show the Cheese making video and the From wheat to bread video. Discuss with the children what they see happening in the clips and ask them what the differences are between making something at home, e.g. bread, and its being made in a factory? (Amount, size and quantity of equipment.) You might like to show the Processing fish video which shows how a whole fish is processed to become a breaded fillet.

Recap with the children.

Ask the children to give some examples of foods we buy and talk about the processes they go through before they reach us, e.g. milk - the cow is milked, the milk is taken away to be treated, the milk is bottled or put into cartons.

Ask the children to think about what they have cooked in school or something they or a parent/carer makes at home. Ask them to talk through the processes involved for each ingredient and the overall dish.

Ask children to name places where they can get ready-to-eat food, e.g. restaurants, bakeries. Talk about the differences between preparing and cooking at home compared with how it is produced on a large scale, e.g. in restaurants.
Further activities

Create a production line to make some food for an event at school, e.g. class party.

Arrange a visit to a local restaurant or factory to learn more about large scale production.

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There are a number of different stages in producing and processing food.

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La maestra observará y hará preguntas a los estudiantes durante las discusiones en grupo y la práctica independiente para evaluar su comprensión del proceso de producción de alimentos.

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Los estudiantes completarán un cuestionario que cubrirá las etapas del proceso de producción de alimentos.

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Chapter 12 Food Production | 107 plays | Quizizz

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Chapter 12 Food Production quiz for 12th grade students. Find other quizzes for Science and more on Quizizz for free!

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Los estudiantes resumirán y reflexionarán sobre lo que aprendieron sobre el proceso de producción de alimentos durante una discusión en grupo.

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Cada estudiante escribirá una cosa nueva que aprendió sobre el proceso de producción de alimentos y un aspecto que le gustaría explorar más.

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Para reforzar lo aprendido, los estudiantes completarán una hoja de trabajo sobre el proceso de producción de alimentos.

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123 Top "Food Production" Teaching Resources curated for you

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Instant access to inspirational lesson plans, schemes of work, assessment, interactive activities, resource packs, PowerPoints, teaching ideas at Twinkl!

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Los estudiantes leerán un pequeño libro o artículo sobre un tipo específico de producción de alimentos (ej: producción de chocolate).

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programa de estudios de industrias alimentarias

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programa de estudios de industrias alimentarias