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12. What three main trend-driving qualities do consumers demand in food products?
13. Which of the senses is most likely to trigger memories that infl uence food choices?
14. What are three ways consumers can practice sustainability to help reduce the
impact they make on the environment when choosing foods?
15. What are two key federal agencies that oversee the food supply in the United
States and what do they do?
16. What are two ways researchers are working to increase the availability of the food
supply?
Build Critical Thinking Skills Build Critical Thinking Skills
17. Analyze. Make a list of all the decisions you make about food in one day. Analyze
each decision to determine whether you used the steps of the decision-making
process to make it.
18. Synthesize. Analyze food customs in your community. Make a list of cultural,
social, and psychological infl uences that affect the foods available in local
restaurants and supermarkets. Compile your list with those of your classmates to
create a poster or handout about food customs in your community.
19. Evaluate. Conduct research to evaluate the advantages and disadvantages of
a technological development in the area of foods and nutrition. Based on your
evaluation, decide whether you favor or oppose this development. Prepare
arguments to help support your viewpoint in a class debate.
Develop Common Core Skills Develop Common Core Skills
20. Reading, Writing. Research the types of tools used by prehistoric people. Write a
report describing the tools used to hunt and prepare foods.
21. Speaking, Writing. As a class, prepare a survey to fi nd out how students in your
school make food choices in an average day. You might ask questions about what
alternatives students consider for each meal. You could fi nd out what goals they
have when choosing foods and whether they are usually happy with their food
choices. Divide into groups and have each group use the survey to interview a
given number of students outside your class. Then compile your fi ndings into an
article for the school newspaper about using the decision-making process to make
choices about foods.
22. Speaking. Talk with your grandparents or older adults in your community about
food customs they followed as children. Discuss how their food customs differed
from those of people today. Share what you learned in a brief oral report to the
class.
23. Speaking, Reading. Debate the statement, “The government has too much control
over the food supply.” Conduct research to fi nd information that will help support
your position and identify the sources.