How Does a Food Product Get To a Customer?
| Title: How Does a Food Product Get To a Customer? | Author: Marie Raasch |
| Subject(s): Family and Consumer Sciences, Career Development | |
| Grade Level(s): 9, 10, 11, 12 | Total Time: 5-7 Class Periods |
Overview / Description:
This lesson will allow students to think about and understand the route that a food service product takes in order to get to the customer from start (customer ordering) to finish (delivery to customer). Students will also brainstorm and research the different departments/specific careers that are needed in order to accomplish this goal of food service distribution. ServSafe will also be explored since we are discussing products that are food related.
Learning goals/objectives:
After completing this activity, students should be able to . . .
- explain the route a food service product takes in order to reach the customer.
- understand the process behind the scenes for food service distribution that many people don't think about.
- explore the different careers in food service distribution.
- present about a career in the food service distribution area.
- identify who needs to know ServSafe procedures or be certified in order to complete their job and what those procedures are.
Workplace Readiness Skill:
| Social Skills | X | Communication |
|
| X | Teamwork | X | Critical Thinking |
| Attitude and Initiative | X | Planning and Organization | |
| Professionalism | Media Etiquette |
Content Standards:
Wisconsin Common Career Technical Standards
4C3.a.9.h: Develop a mutually acceptable response to a question or problem.
4C3.a.12.h: Utilize effective listening skills in creating consensus in a group.
4C3.b.7.h: Participate in group processes to generate consensus.
CD1.a.3.h: Evaluate various occupations and career pathways to identify personal, academic and career goals based on personal strengths, aptitudes and passions.
CD3.b.5.h: Evaluate the
relationship between educational
achievement and career
development.
EHS1.c.7.h: Analyze political,
educational, economic and
governmental influences on
systems and identify the roles
individuals play within the systems.
Wisconsin Family and Consumer Sciences Standards
CCLC1.b.16.h: Analyze potential career choices to determine the knowledge, skills and attitudes associated with each career.
CCLC1.b.18.h: Apply communication skills in school, community and workplace settings.
CS1.a.12.h: Explains roles and functions of individuals engaged in consumer service careers.
FPS1.a.8.h: Summarize education and training requirements and opportunities for career paths in food production and services.
Educational Frameworks:
B-LS 3: Use time-management, organizational and study skills
B-LS 4: Apply self-motivation and self-direction to learning
B-SS 1: Use effective oral and written communication skills and listening skills
Materials:
Document 1:
Document 2:
Document 3:
Document 4:
Document 5:
Learning Activities:
WHO (T=Teacher Focus Lesson; WG=Whole Group\; SM=Small Group; I=Independent)
| Learning Activity Task | WHO is responsible for this step? | Approximate time for task |
| Students will brainstorm and make a list of the different departments/jobs that are involved with the route of the food service product through the distribution process. Teacher will fill in any gaps that the students have missed while brainstorming by using this sample list of of departments/specific jobs. (See Document 1) Students will choose one of the department areas/specific jobs to research. Depending upon class sizes, students could work on this individually or with a partner. | WG T I/SM | 1 Class Period |
| Students will research the chosen department/specific job and complete the guided question sheet. (See Document 2) Students may use the internet or reach out to a local company and interview a person in that department. | I/SM | 1-2 Class Periods |
| Students will create a presentation that they will share with the class. Students may use PowerPoint or Google Slides to complete this assignment. | I/SM | 1-2 Class Periods |
| Students will present to the class their chosen department/specific job. Students will complete a peer eval for each presenter/group. (See Document 3) | I/SM WG | 1 Class Period |
| Students will then work in small groups to discuss and create a visual of the route a food service product takes and where each department is involved. (See Document 4 for a sample.) Students may share their visuals they created with the rest of the class. To tie things together, show the YouTube video Here’s How Your Package Ordered Online Gets to Your Doorstep. This video is not about food, but just a quick general distribution process inside a warehouse. | SM WG | 1 Class Period |
Assessment:
Students will be graded using the Food Service Distribution Project Rubric. (See Document 5)
Wrap-Up:
Students could write a reflection about what they learned and if they found any of the careers fit their personal interests.
Extension Activity (for intervention or enrichment):
The class could take a tour at a food service distribution center such as Reinhart Foodservice.
ATTACHMENTS